VITO NATIONAL HIGH SCHOOL

Sagay City

PORTFOLIO
IN
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS
(Science Department)

RUSSEL G. BUSTAMANTE
Teacher I
 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

ESTIMATED TIME REQUIRED

4 hours
LESSON 1: COURSE OVERVIEW
ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your
insights in your Study Notebook.

1. What is the main delivery of this course?

The main concern of this course is to prepare teachers in the new normal settings by using
the DepEd continuity plan and to help teachers determining to what modalities going to
use. Distance learning, Blended Learning or homeschooling

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

This course will be great help for us teachers in the new normal because of the following
 factors; It helps me to know different LDM’S flat forms, it guides me on how to implement this
LDM’S and it gives me ways to prepare learning materials needed for the LDM’S.

3. What are the two support mechanisms that will help you with your learning in this course?

The two support mechanism that can help me with this course are the LDM1 and LDM2. At
LDM1 focused on the implementation and management of the alternative learning delivery
system at all levels while LDM2 is intended for the teachers and it focused on the instructional
implications.

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?

I think it will be great help especially in doing task in LDM2 my eagerness to learn with the
new things can contribute to make this work successfully.
 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?

I think I can overcome whatever hindrances I may face, with the motivation of my
colleagues and my willingness to learn, I can ensure that I can sustain and can turn my
weakness into positive one.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me (What will push me to (Where will I accomplish
do that may affect my from participating fully in participate in this the requirements of this
participation in the course this course?) course?) course? Describe this
in environment.)
a positive or negative way?)

Checking social media No gadget like laptop, New learning Silent and conducive for
mobile phones learning
 

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

*To nurture successful teachers

*To improve the teaching -learning process to improve learning among students
*To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole
*to enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitude

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

Writing a LAC Plan

- For me, this is the most important for the successful LAC. The certain group must organize and plan for
the said activity. It will help for the smooth, easy and fast LAC session
ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in
touch with your designated Coach or LAC Leader in forming your LACs.

See LDM Module 1 – page 5

LAC LEADER Arlene M. Arquiza

LAC FACILITATOR Cristina S. Salve

ACTIVITY 3.

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

COMPOSITION NAME OF TEACHER/S ROLES/FUNCTION

LAC Leader Arlene M. Arquiza  LDM2 Content
 Consolidate the outputs of This
teacher/participants of this course
 Overseas the implementation of the LAC.
LAC Facilitator Cristina S. Salve  Facilitate and discuss the content of the
modules
LAC Documenter Ruby P. Esporas  Documented the meeting, responsible
Metsylin B. Marco  Accomplish study notebook
Jonna Mae N. Larroza  Participate in the course
Alvin E. Larroza
Sandra G. Tatsuguchi
LAC Members
Jose Rebos C. Suldano
Russell Manguilimutan
Russel G. Bustamante
Vicente A. Egido, Jr.

form

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

REGION: VI

LAC ID (name or number): Number of LAC members: 11

Name of LAC Facilitator: CRISTINA S. SALVE

Designation/Position: TEACHER 1

LAC Members:

Preferred contact
Contact details mode (email, phone,
NAME Male/ DESIGNATION/ DIVISION/S (email, mobile Skype, Zoom,
Female POSITION number) Google Meet, Viber,
FB)

ARLENE M. ARQUIZA F Master Teacher 1 Sagay City 09382860583 FB & Skype

CRISTINA S. SALVE F Teacher 1 Sagay City 09104674271 FB, Phone, Email

Email, Zoom, Google

RUBY P. ESPORAS F Teacher 2 Sagay City 09086589400
Meet, Phone
 Email, Zoom, Google
METSYLIN B. MARCO F Teacher 3 Sagay City 09388355698
Meet, Phone
JONNA MAE N.
F Teacher 1 Sagay City 09386347052 Phone, Zoom, Teams
LARROZA

ALVIN E. LARROZA M Teacher 1 Sagay City 09469011488 Phone, Zoom, Teams

SANDRA G.
F Teacher 3 Sagay City 09477697247 Email, FB, Phone
TATSUGUCHI

JOSE REBOS C. Phone, Zoom, Google

M Teacher 2 Sagay City 09104672188
SULDANO Meet

RUSSELL Phone, Zoom, Google

F Teacher 1 Sagay City 09198529167
MANGUILIMUTAN Meet

RUSSEL G. Email, Zoom, Google

M Teacher 1 Sagay City 09772822865
BUSTAMANTE Meet, Phone, FB

VICENTE A. EGIDO, JR. M Teacher 3 Sagay City FB, Email

 MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning
Objectives LAC Session 2

ESTIMATED TIME REQUIRED

3 hours
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY
1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in terms
of curriculum standards that need to be addressed 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 global pandemic brings a huge challenge for teachers as well as the Department of

Education especially with the new normal settings. As a teacher, I think the best way to address
the problem is to shift into different learning modalities e.g. distance learning, blended learning
and modular print. By this new curriculum strategy, we ensure learning continuity.
This concerns are not for teachers alone it will be the collaborative effort of all DepEd

teaching force including non-teaching staff if we want to aim for the development of this new
normal curriculum.
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, in the department of education several curriculum had been laid and
adapt for the purpose of achieving higher standard education and can produce a
globally competitive learner. But due to the congested curriculum we can’t achieve our
goals. Students can’t cope up with the content standards sometimes it takes time to
finish a full quarter subject with a limited time allotment .
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?

* It serves as a guide of the teachers as they address the instructional needs of the learners
while ensuring that curriculum standards are maintained and achieved.
* It assists schools in navigating the limited number of schools as they empty multiple
delivery schemes by providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning competencies?

*Mapping of the essential and desirable learning competencies within the curriculum;
*Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies and;
*Analysis of the interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning competencies?

* Essential Learning Competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for the
subsequent grade levels and consequently, for lifelong learning. On the other hand,
Desirable Learning Competencies were defined as what may enhance education but may
not be necessary in building foundational skills.

4. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?

Learning competencies are identified by knowing the following characteristics:

 is aligned with national, state, and /or local standards/ framework (e.g. scientifically-
literate Filipinos
 It connects the content to higher concepts across content areas
 It is applicable to the real-life situations
 It would be important for students to acquire the competency after he/she left that
particular grade level
 It would not be expected that most student would learn this through their
parents/communities if not taught at school

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

• MELC’s serves as a teacher guides in preparing his/her lesson and instructional .

Despite that we are facing his global pandemic. Most Essential Curriculum were badly in need.
MELC’s remains with learners long after a test or unit of study is completed od if 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

Describe and relate the distribution of active Describe the distribution of active volcanoes,
volcanoes, earthquake epicenters, and major earthquake epicenters, and major mountain belts;
mountain belts to Plate Tectonic Theory
MERGED/CLUSTERED

N/A N/A

RETAINED

N/A

Apply ray diagramming techniques in

describing the characteristics and positions of
images formed by lenses

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.

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?

* We need to unpacked MELC’s in order to systematize learning activities and effectively

address the varying needs of learners and the challenges of instructional deliveries.

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

* Alignment on the Content and Performance Standards-in unpacking MELC’s we must consider
this feature in order for us to achieve a quality teaching output.
*Prerequisite knowledge and Skills-curriculum objective must be hierarchy. Mastering
Fundamental knowledge is a must before going to the other level of learning.
*Logical sequence of learning objectives- we can’t give a better idea to our students if our
 objective is not logically sequenced. Planning what are the most important objective is the key
frame in achieving better understanding of our learners.

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

* Yes, all MELC’s should be unpacked in order to systematized learning activities so that delivering
ideas to our student would not be congested.

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 MELC’s

Sample MELC’s Learning Objectives

S10ES-1a-b-64  Identify different plate movements
Explain the different processes that occur along the plate  Describe the possible effect of plate
boundaries mvement.
 Appreciate the geological features form in
different plate boundaries.
Combining of MELC’s

Quarter Content Standard Performance Standard MELC’s

The learners The learners shall be Describe and relate
1 demonstrate an able to: the distribution of
understanding of: active volcanoes,
the relationship 1. demonstrate ways to earthquake
among the locations of ensure disaster epicenters, and major
volcanoes, earthquake preparedness during mountain belts to
epicenters, and earthquakes, tsunamis, plate tectonic theory
mountain ranges and volcanic eruptions
2. suggest ways by
which he/she can
contribute to
government efforts in
reducing damage due to
earthquakes, tsunamis,
and volcanic eruptio

MELC’s Major Theme/ Topic

1,2 and 3 Plate tectonics

 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

ESTIMATED TIME REQUIRED

18 to 24 hours
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.
Distance learning refers to a learning delivery modality where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue. Learners
engage in independent learning at home or in any physical learning space applicable, by using learning
materials that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by
viewing TV lessons or listening to radio-based instruction while being geographically distant from the
teacher The teacher supervises and monitors the learner's progress and provides remediation and
enhancement when needed and possible. Assistance may be provided by a learning facilitator who may
be a parent or any member of the family, or a community stakeholder.

Blended learning refers to a learning delivery modality using a combination of the features of F2
 learning and distance learning. It can be (1) F2F and modular distance learning: (2) F2F and online
distance learning (6) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and any
combination of the other types of distance learning.

Home schooling refers to an alternative learning delivery mode {ADM) that provides learners with
access as to formal education while staying in an out-of-school environment, with parents, guardians, or
tutors specific authorized facilitators instead of classroom teachers. This does not preclude going to a
school on and others. It periods to develop learning competencies that require the use of laboratory,
equipment, uses any oral combination of the various learning delivery modalities.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook
ACTIVITY 2.
See LDM Module 3A – page 15

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities of
your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to
most difficult to implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.

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

MDL The easiest to implement because you only need to print the module and let
them answer for one week.

ODL Open distance implementation provide our student chances to continue their
learning even they are not in their home. The student can email or chat its
answer to their teacher

TVBI TVBI moderately difficult to implement because of limited Television of our

students

RBI RBI is difficult also to implement since the students don’t have a Radio on
their home.

BL Blended learning was the difficult to implement because of this pandemic, we

cant do face to face with our students.

5
 ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning
during the COVID-19 crisis. Think about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted interventions you would develop to include
them. Listed below are some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook

Learner Group Targeted Intervention

Learners without parents or household member who can Tap SK volunteers as home tutors
guide and support their learning at home
Conduct Home visit

Beginning readers (K to 3) Train home tutors on how to facilitate

beginning readers.

Conduct virtual reading activities

Struggling readers (Grades 4-12) Train home tutors

Conduct home visits and remedial reading to

struggling readers

Provide additional/supplemental reading

materials

No access to devices and Internet Provide printed SLM, TMLHT

Inaccessible (living in remote and/or unsafe areas) Utilize TV or Radio Based Instruction.

Tap LGU for the distribution of printed SLM

Indigenous Peoples Utilize TV or Radio Based Instruction.

Tap LGU for the distribution of printed SLM

Contextualize and indigenize SLM or TMLHT

Persons with Disabilities Develop contextualized and inclusive learning

materials or SLM
 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?  Ans. 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, and
deciding on the pacing and allocation of instructional time” (Virginia Department of Education, as cited in
DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are fundamental to ensuring the
delivery of quality teaching and learning in schools. In order for the design to be effective, teachers need
to consider the learners’ characteristics and be responsive to the needs of the learners. 

2. Why is lesson designing important? Ans. Lesson designing helps ensure that: ● time is maximized for
instruction and learning ● lessons are responsive to learner’s needs ● teachers set learning targets for
learners ● teachers carry out a lesson successfully  ● teachers master their learning area content ●
teachers become more reflective about their teaching ● learners successfully reach the set learning
goals  

3. What are the three elements or components of a well-designed lesson? Ans. ● Clearly articulated
lesson objectives (What should be taught?) ● Well-selected and logically sequenced presentation of
learning resources and activities to help learners meet the objectives (How should it be taught?) ●
Appropriate and timely assessment activities that provide relevant information and feedback for both
teachers and learners (How should learning be assessed?)

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

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

.investigate the relationship between volume and temperature.(S10MT-Iva-b-21)

II. Content

At the end of the lesson, the students are expected to:

a. define Charles’ law;
b. use the volume-temperature relationship to determine the new volume or temperature of a given
of gas at a constant pressure; and
c. explain the practical application of Charles’s law
III. Learning Materials and Resources
PowerPoint presentation, Video clips related to Charles’s law, balloons, hot water, ice, beaker, ice, pail
IV. Procedures
 The teacher will provide activity card and materials to each group
 Each group will be given 5 minutes to do their task.
 Each group should choose a leader and a presenter for the presentation of the functions.
 Each group has the right to question the other groups about their topic.
 RUBRICS FOR THE GROUP ACTIVITY:
 V. Remarks
90 percent of the students were passed the quiz

VI. Reflection
Proceed to the nest topic

ACTIVITY 4.
Learning Delivery Modality (select one): BL
Grade Level and Learning Area: Grade 10 Science
Lesson/Topic: Behavior of gases
Learning Objectives:
Learning Resources/Materials Needed: PowerPoint presentation, Video clips related to Charles’s law,
balloons, hot water, ice, beaker, ice, pail

Part of Lesson / Learning Tasks Check if Additional Remarks: (ex. can be done via voice calls, can
already be facilitated by a household partner, can be done via a
present in learning activity sheet, can be presented via an internet
the SLM based resource, can be facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson / Can be done using quizzes.com

2. Clarify concepts from previous / Can be done through bookwidgets

lesson

3. Present warm-up activities to / Can be done using wordwall

establish interest in new lesson

4. Check learner’s prior knowledge / Can be done on an activity sheet

about the new lesson

5. Present connection between old / Can be done using bookwidgets

and new lesson and establish
purpose for new lesson

6. State lesson objectives as guide / Can be presented as part in a slide deck

for learners

Lesson Proper
1. Explain, model, demonstrate, / Can be done in a slide presentation posted in messenger
and illustrate the concepts, ideas, or group chat
skills, or processes that students
will eventually internalize

2. Help learners understand and / Follow-up questions using mentimeter

master new information
Post questions in messenger

3. Provide learners with feedback / Can be done by letting the students write a reflective
journal

4. Check for learners’ / Ask students with series of questions to check

understanding understanding using mentimeter

After the Lesson

1. Wrap up activities / Use of additional activity sheet

2. Emphasize key information and / Use of concept map or graphic organizer

concepts discussed

3. Ask learners to recall key / Use reflective journal writing

activities and concepts discussed

4. Reinforce what teacher has / Provide additional activities by watching a video clip
taught

5. Assess whether lesson has / Assessment or Test can be done through google quiz.
been mastered

6. Transfer ideas and concepts to / Gallery of farm tools and equipment in electronic format
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?
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?
 3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?

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.
 A
CTIVITY 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

Example: Short I will send a three-item quiz via text message before the lesson. Based on the responses, I
quiz will take note of the common misconceptions and clarify them to the learners during our
online session or via text message.

Quiz I will make an online quiz through google quiz or any online platform.

Learners can view immediately their score and can do review.

Research I will send sample format of the research manuscript and students will bench mark. Their
manuscript outputs will be sent through email or messenger, or even hard copy.

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

Ans. Quiz

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

Ans. validity of the result

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

Ans. do re-assessment
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1.
1.
2.
3.
4.
5.

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)
To guide learners and home tutors or To monitor learners who lag behind
facilitators in keeping track of the based on the results of their formative
Purpose subject areas to be done and activities and summative assessments
to be performed at home.

Learners and learning facilitator or Teachers and learning facilitator or home

home tutors tutors
For Whom?

Learning area, learning competencies, Learner’s needs, intervention strategies,

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

Yes Yes

Has to be communicated to
parents?
 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

ESTIMATED TIME REQUIRED

4 hours
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?

Ans. For Online Distance Learning we have the online SLM, online activities/exercises using
different online platforms, and for Modular Distance Learning we have the printed SLM.

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?

Ans. Yes. But, I still need to utilize my prepared teacher-made learner’s home task and other
activity task or sheets.

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

Ans. I need seminars or webinars on the utilization of the DepEd portals. The portals should
be updated so that all the learning resources needed are available.
 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?

Ans. The materials are generally appropriate to the level and characteristics of the learners since it is
based on the MELC. However in some point, there is a disadvantage to some learners in terms of
reading ability and learning independence. The teacher must made some adjust through
contextualization and modify some activities that would cater to the needs of 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 LAC Session we had seen a clear vision in making our own LR’s and in choosing and
downloading LR’s in our DepEd portals.
 A member of the group, suggested that we must adapt this tool and use it every time we make our own
LR’s considering culture, gender-fair issues. And also, we must contextualize our learner’s materials in
order for them to embrace our unique culture and ethnicity.

ACTIVITY 1.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
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?

* In our school we adapted Modular Print learning modalities, by the help of DepEd Portals and City
Government Fund we can easily access and print necessary modules for the learners. We can obtain learning
modules via Click modules and DepEd portals so it eases the burden for us teachers. Paperless LR fast and
well- ordered process in giving LR’s.

2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
Internet connection is the main concern in accessing the portal but most of our students as
well as the teachers has slow and unfortunately no internet connectivity that can easily access the DepEd
portals. Laptops and smart phones are badly needed for us to access the portal. As a teacher, I downloaded
first specific LR and printed it for the learners to ensure that everyone can get their module copy.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
* First, we need the support of our ICT Coordinator designated as the admin of the Portal; Second, we need
financial support for the sustainability and the availability of internet connection our location to access the
portal; and lastly, as a teacher we should be resourceful and think other strategies to really provide the needs of
our learners. We can this support through School Funds and Personal funds.
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.

* First, we need the support of our ICT Coordinator designated as the admin of the Portal; Second, we need
financial support for the sustainability and the availability of internet connection our location to access the
portal; and lastly, as a teacher we should be resourceful and think other strategies to really provide the needs
of our learners. We can this support through School Funds and Personal funds.
 LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess the
material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?

I downloaded Subject and Grade level Module in the DepEd Portal

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

1. Connected and Relevant to the /
MELC’s?

2. Appropriate to the grade 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?

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?
Ans. NONE

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.

Ans. NONE
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?

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

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?

materials using the same tool and answer the following questions in your Study Notebook:

ACCOMPLISHED LR RAPID ASSESSMENT TOOLS FROM NON-DEPED LR PORTALS

Is the LR Material... YES N Cannot be
O 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? /    

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
 and Non DepEd portals — still need?

Ans. Non-DepEd  LRs are less reliable and sometimes deviate from the required standard LRs compared
with the LR from the DepEd Portal which is more aligned.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?

Ans. By focusing on the objectives of each lesson one can pick the right and appropriate LRs.

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:

ACCOMPLISHED LR RAPID ASSESSMENT TOOLS FROM THE LR MATERIALS THAT I DEVELOPED

Is the LR Material... YES N Cannot be

O 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. How does your material compare with the ones that are obtained from the online portals?

Ans. The materials I made need a lot of improvement compared to the one I obtained from online
portals.

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

Ans. I need to improve on my creativity in making my LRs

 
 MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING ON
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are
available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation
in the LAC
LAC Session 4

ESTIMATED TIME REQUIRED

2 hours

ACTIVITY LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

1.
 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 Goal toward improving your What will you push to What will help you to
teaching practices in achieve this goal? attain this goal?
the Modalities?

To produce quality output, learners Improving my teaching Continue my professional

ready and fully equipped. strategies and practices. development

can make the best lessons Learning to unpacking and Study and apply the MELCS
for the new normal class combining the MELCS given by Deped

Provide the quality modules for my Applying the assessment Creating account in the
students the Modular tool in choosing learning in LRMDS and Deped commons.
learning this new normal resources for the modules
 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

ESTIMATED TIME REQUIRED

4 hours
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
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?
Ans. Portfolios are designed to evaluate the learning process and achievement if specific
learning course by completing my portfolios. I can now be ready to face the challenges in
teaching under new normal. With my prepared portfolios I can easily scan anytime to
track my progress in our school LDM.
2. What evidence from the previous modules will help capture the progress of your teaching practice?

Ans. In previous module particularly module 4 , I learned to make  an individual development

plan with this I can now determine my strength and weakness in my teaching practice.

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

Ans. Writing my reflections will mirror the quality of my outputs. My reflections may determine the
success of my teaching strategies. It will also serve as the determining standard in evaluating the learning
of my students.
 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 OUTPUT/S

Documentation of Lessons Activities August to November At least 2 recorded lessons
(modular output/week)
Researching and Incorporating August to November Lesson Plans (DLL/DLP) at least 2
Teaching Strategies in the Modalities per month
Participation in recognized PD’s that August to November Certification of Participation with PD
are aligned with their Professional credit units
goals anchored on Philippine
Professional Standards for Teachers
(PPST)
Organizing the Professional Portfolio December Professional Portfolio
Submission of Portfolio to Coach/es December Certificate of Submission
Co-learning with Peers and Coach/es At least once a month starting Video recording thru zoom/goggle
September 2020 meet

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 30 % in the rubrics. Ensuring the quality of my reflections in every
topic or lesson that I tackled. Lastly, my output will be based on the professional standard given by
DepEd.