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MODULE 1: COURSE ORIENTATION

MODULE OBJECTIVES
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.

LESSON 1: COURSE OVERVIEW

This overview will cover the why, what, and how of this course. It will walk you through
the coverage of the course as it relates to the teaching-learning process in the LDMs
adopted by your School.

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?


Answer:
The Learning Modalities Course 2 (LDM2) for Teachers is a task –oriented
course that combines guided study using self learning modules and co learning
and collaboration through the learning action cells.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
Answer:
This course helps us a lot in ensuring that learning continues while
guaranteeing the health, safety , and wellbeing of all learners , and teachers as
well.

3. What are the two support mechanisms that will help you with your learning in
this course?
Answer:
First, I need to attend and participate in our LAC session webinar. Second,
constant communication with the group for some questions, clarifications,
sharing of ideas and some updates.
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?
Answer:
My Active participation, cooperation, positive outlook and my eagerness
to learn will affect me positively in participating 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?
Answer:
Be optimistic in everything and accept the challenges because it will help
you grow professionally and learn from you superiors and co teachers don’t
hesitate to ask questions because it will always part of the learning.

HABITS OBSTACLES MOTIVATION ENVIRONMENT


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

One of my habit is that I First is the internet My eagerness to The environment is in


take down notes and connection, learn that will help my home because we
screenshots some of the second the noise me also in my need to secure the
important topic that from outside . teaching. safety of everyone.
need to document. It is With the help of my
positive because it will superiors , co
help me as my guide in teachers and group
accomplishing the mates , that always
module. there to guide, I will
be able to accomplish
the task.
Activity 3 .

Look for a colleague with whom you would like to discuss your answers and reflections
with to the questions in Activities 1 and 2.

MOV’S during discussion September 10, 2020 9:00 PM


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

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

This lesson will help you set up your LAC and prepare for LAC activities in the succeeding
modules.

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


1. organize a LAC to support your learning
2. enumerate the roles and responsibilities of different LAC members
3. set protocols and norms for the conduct of LAC sessions
4. accomplish the required LAC Forms

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

Answer:
1 To improve the teaching-learning process to improve learning
among students

2 To enable teachers to support each other to continuously


improve their content and pedagogical knowledge, practice,
skills, and attitudes

3 To nurture successful teachers

4 To foster a professional collaborative spirit among School Heads,


teachers, and the community as a whole

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

The top 3 challlenges are:


1. Internet Connection- having a poor internet connection will have
miscommunication and not able to participate well in the session.
2. Noise from the outside – living in populated area will create noise
pollution and will distract me in my concentration in the LAC session.
3. Lack of knowledge in technologies- There are some teachers having
difficulty in using technologies and I admit that there are times that
I confuse and ask question on related to technologies.

Activity 2 .

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

1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.

Answer:
Date and Time of the LAC Session for LDM 2 Module1-5 .
10 am or 1:30pm September 4-14, 2020

2. During this meeting, decide on your groupings and designate one LAC Facilitator
and one LAC Leader per LAC.

Answer:
LAC LEADER AND LAC Ma’am Charlyn Villanueva and
FACILITATOR
Ma’am Keyssy Jean Pabiona Jean Pabiona
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition
with your assigned Instructional Coach (this will be a district or division supervisor
assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you
from among the following school members: » Master Teacher » Head
Teacher/Department Head » Other senior teachers who have proven
competence,
potential to lead, or subject expertise to lead the LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LACs through a network
of LAC Leaders.

Activity 3 .

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

Composition Name of teachers Roles

LAC LEADER AND Ma’am Charlyn  Facilitate and discuss the


LAC FACILITATOR Villanueva and Ma’am content of the modules
Keyssy Jean Pabiona  Monitor and evaluate
the outcomes of each
member

Members Sir Jules Celda Barrera  Discuss the modules


Sir Art Ryan Garde Cason assign for each
Sir Alex Gentugao  Participates in the LAC
 Accomplished study
Ma’am Rose Ann M. notebook and portfolios
Chavez
Ma’am Nelia Jagorin
Ma’am Aira P. Matalubos
Ma’am Rica Jean Robles
Ma’am Genever Samilo
Ma’am Marielle Sucaldito
Ma’am Joereen Sur
Ma’am Manilyn Grace
Aurecencia
Congratulations! You have completed Module 1. You are now ready for Module 2.

MODULE 2: MOST ESSENTIAL LEARNING


COMPETENCIES (MELCs)
MODULE OBJECTIVES
By the end of this Module, you will be able to:
 explain the background and development of the MELCs
 unpack the MELCs
 combine related competencies into learning objectives

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF


MELCS

By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of MELCs.

In this session, you will be able to:


 identify the background and basic process of the identification and development
of the
MELCs
 make sense of the function of MELCs as an educational response to a global
health crisis
 appreciate the MELCs as support for teachers during this time

Activity 1 .

Answer the following reflective questions in your Study Notebook.

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

Answer:
As a teacher, for me one of the fundamental concerns in terms of
curriculum standard that need to addresses is the quality of education that we
can give to our learners. We need to ensure that meaningful and fun learning
can continue even our school building close. As we look to the future, we
teachers are thinking about learning continuity. We need to design our school to
ensure that meaningful learning can happen anywhere. Now we know that
learning can occur outside the school. We should provide more flexibility in how
we staff schools, design schedules and allow students to demonstrate mastery.
Teachers could not solve this alone. We need the support, guidance and
cooperation of everyone.

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 problems 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?

Answer:
Yes, I agree that congested curriculum has been a problem of the
teachers. Learners’ have insufficient mastery of basic competencies due to congested
curriculum.

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?

Answer:
The general and specific purpose of MELCs is not just a response to
addressing the challenges of the current pandemic but is also part of the
Department’s long-term response to the call of SDG4 to develop resilient
education system, most especially during emergencies. MELCs can be used under
similar circumstances as a mechanism to ensure education continuity. They serve
as of the guides for teachers as they address the instructional needs of learners
while ensuring that curriculum standards are maintained and achieved.
Furthermore, the MELCs intend to assist schools in navigating the limited number
of school days as they employ multiple delivery schemes by providing them
instructional space.

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


competencies?

Answer:
Curriculum review led to the identification of gaps, issues and concerns
within and across learning areas and grade levels. It helped in the identification
of areas for improvement that would enhance the learning engagement ,
experience, and outcomes and consequently recommend solutions.

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


learning competencies?

Answer:
Essential learning competencies were defined as what the students need,
considered indispensable, in the teaching-learning process to build skills to equip
learners for subsequent grade levels and consequently for lifelong learning. On
the other hand while 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?

Answer:
In identifying the MELCs, there will be a criteria for the selection of
MELCs. The department collaborated with stakeholders from ACTRC, during
which the descriptor – ENDURANCE- was considered the primary determining
factor. A learning competency is considered enduring if it remains with learners
long after a test or unit of study is completed or if it is useful beyond a
single test or unit of study. The department then identified the MELCs across all
learning areas through the application of these understanding. Necessary in this
process is the decision whether a learning competency is to be retained, merged,
dropped, or rephrased. As a general rule, a learning competency is retained if it
satisfies the endurance criterion which greatly contributes to life-long learning
and is a prerequisite skill to the next grade level. Two or more learning
competencies are merged or clustered if they have the same objective or learning
intention and can therefore be combined into one comprehensive learning
competency. However, l earning competencies are removed/dropped due to the
following reasons:

● They are too specific (and the articulation is similar to that of a


learning objective).
● They are deemed appropriate to be introduced in an earlier quarter or
grade level or moved to alter quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency.

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


instructions?

Answer:
MELCs is important because learners learn the concept and skills in
MELCs through meaningful activities. It also design activities , teach procedure
and processes on how and when to apply those knowledge and skills in given
context. With these, learners are guaranteed relevant and quality instructions
are to be given. At the same time MELCs ensure the quality of delivering
instructions while adapting to the challenges posed by COVID-19.

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 documents to determine which learning
competencies were retained, dropped or merged.

Answer:

K to 12 Learning MELCs Reason


Competencies

Merged/ a. Describe how the a.Explain how the The intention of the two
Clustere Bohr Quantum Mechanical learning is to lead the
d model of the atom Model of the atom learners to explain the
improved Rutherford’s describes the energies different models of atom
atomic model and positions of the of the different scientist.
b. Explain how the electrons
Quantum
Mechanical Model of
theatom describes the
energies and positions
of the electrons
Retained a. explain how the a. explain how the This two learning
respiratory and respiratory and competencies is both
circulatory systems circulatory systems important because the
work work first competency talks
together to transport together to transport about functions of
nutrients, gases, and nutrients, gases, and circulatory and
other molecules to other molecules to respiratory system while
and and other one talks about the
from the different from the different effect of lifestyle to the
parts parts functioning of both
of the body; of the body; systems.
b. Infer how one’s b. Infer how one’s
lifestyle can affect the lifestyle can affect the
functioning of functioning of
respiratory and respiratory and
circulatory system. circulatory system.

Dropped a. Describe the n/a The highlighted LC had


location of genes in already been introduced
chromosomes; in previous grade levels.

Activity 4.

In your LAC Session, discuss and share your answer 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 question. Jot
down all the insight shared in the discussions, including your own in your Study
Notebook.

Reflections:
The MELCs will help as lot in guiding our lessons for this new normal class.
During our session it was a happy learning and all of us participate and share our
thoughts and ideas.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to
unpack and combine the MELCs into Learning Objectives.

LESSON 2. UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

In this session, you will familiarize yourself with unpacking and combining MELCs into Learning
Objectives.

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


 understand the vital considerations in unpacking and combining MELCs
 unpack and combine sample MELCs
 affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers

Activity 1 .

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

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

Answer:
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 MELCs? Explain


each.

Answer:
In unpacking the MELCs into learning objectives, you need to consider the
following:
● Alignment on the Content and Performance Standards - The MELCs are
not a departure from the standards-based design, which is one of the main
features of the K to 12 Curriculum. In fact, there are no MELCs without the
content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified
MELCs cater to higher-order cognitive demands. As such, lower cognitive
demand may be considered first in creating earning objectives. This ensures that
prerequisite knowledge and skills that would enable the achievement of MELCs,
and eventually the content and performance standards, are addressed.
● Logical sequence of learning objectives - Since the intention of
unpacking the MELCs is to provide systematic learning experiences for learners, it
is incumbent that the unpacked learning objectives follow a logical sequence.

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

Answer:
There are considerations and criteria in unpacking and combining the
MELCs. The teacher may unpack or combine depending on the sequence of the
lesson, depending on the needs of the learners, and for as long as the content
and performance standards are attained.

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.

Answer:
UPACKING THE MELCS
SCIENCE 9
Retained LC Learning Objectives

Explain how the respiratory and  Identify the parts of the respiratory system
circulatory work together to transport and their functions
nutrients, gases and other molecules to  Describe the gas exchange process in
and from the different parts of the body. respiration
(S9LT-la-b-26)  Describe the parts of the circulatory system
and their functions
 Explain how the circulatory system transports
nutrients, gases, and other molecules to the
different parts of the body
Infer how one’s lifestyle can affect the  Explain how harmful substances affect the
functioning of respiratory and Circulatory respiratory and circulatory systems
system. (S9LT-lc-27)  Explain how lifestyle affects the functioning of
the respiratory and circulatory systems

COMBINING THE MELCS


SCIENCE 9

MELCSs COMBINED MELCs LEARNING OBJECTIVES


 Explain how the Explain how the respiratory  Identify the parts of the
respiratory and and circulatory work together respiratory system and
circulatory work to transport nutrients, gases their functions
together to and other molecules to and  Describe the gas
transport nutrients, from the different parts of the exchange process in
gases and other body and infer how one’s respiration
molecules to and lifestyle can affect the  Describe the parts of
from the different functioning of respiratory and the circulatory system
parts of the body. Circulatory system. and their functions
(S9LT-la-b-26)  Explain how the
 Infer how one’s circulatory system
lifestyle can affect transports nutrients,
the functioning of gases, and other
respiratory and molecules to the
Circulatory system. different parts of the
(S9LT-lc-27) body
 Explain how harmful
substances affect the
respiratory and
circulatory systems
 Explain how lifestyle
affects the functioning
of the respiratory and
circulatory systems

Activity 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.
Congratulations! You have completed Module 2. You may now proceed to
Module 3A - Lesson Design and Assessment in the Modalities.

MODULE 3A: DESIGNING INSTRUCTION IN THE


DIFFERENT LEARNING DELIVERY MODALITIES

MODULE OBJECTIVE

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


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

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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


 define the learning delivery modalities (LDMs) prescribed by the LCP
 describe the features of distance learning (DL) and its different types
 explain the guidelines for implementing the different types of DL
 enumerate the minimum requirements for each type of DL
 rank the different types of DL in terms of their degree of difficulty to implement
from the perspective of your School/Division
 identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Activity 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.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Anwer:

Face to face or F2F is an traditional type of learning where course content and
learning material are taught in person to a group of students or a learner physically
attend the class at School. This allows for a live interaction between a learner and a
teacher.

Distance learning or DL it focuses on teaching methods and technology with the


aim of delivering teaching, often on an individual basis, to students who are not
physically present in a traditional educational setting such as classroom. And it usually
involves students engaging with learning materials at home.
Blended learningis type of learning which students learn via electronic and
online media as well as traditional face to face teaching. Or where the students will use
all the type of learning modalities.
Home Schooling also known as home education is the education of children at
home or at a variety of places other than school. It is usually conducted by a parent ,
tutor or an online teacher. Now, answer this question: Which of the LDMs do not have
an F2F learning component?

Answer: Distance learning and Home Schooling if done via distance learning.

Activity 2:

Read two documents: Guidance on Distance Learning and Non- Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the
Distance Learning Matrix. Share your completed matrix at your next LAC Session. Your
goal is to come to a shared understanding with your peers on the different DL
modalities and their defining features and requirements.

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

Answer:
DISTANCE LEARNING MATRIX

DISTANCE DISTING ESSENTIAL ROLE OF ROLE OF ROLE OF SCHOOL


LEARNING UISHING RESOURCES TEACHER PARENT OR
MODALIT FEATURE HOUSEHOLD
Y MEMBER
Modular Self Self - Provide -Serve as -Availability of the
Distance guided Learning Self- learning complete set of
Learning learning Modules Learning facilitators SLMs
(MDL) where (SLMs) Modules -Supervise in print or digital
learners (digital or (SLMs) and format
use of printed) printed or monitor the as well as
self digital progress textbooks/
learning - Monitor of their Learners’ Material
modules the children’s
(SLMs) learners’ modular
progress distance
through learning
text
messagin
g or
audio/vid
eo calls
Online Guided Various - -Supervise -Ensure that
Distance by the technologie Facilitates and learning
Learning teacher s connected Learning monitor the facilitators are
(ODL) during to the -Gives screen oriented
the internet assignme time of the on the
synchron ( laptops, nts learners recommended
ous and tablets or and - Attend screen time, as
asynchro smartphone learning orientation to well as
nous s) tasks be break time from
-Monitor capacitated in the
the the screen.
learner’s use of the - Ensure that ICT
difficulties Learning coordinator and
and to see Management teachers are
how they System knowledgeable on
have been (LMS), DepEd managing LMS
progressin Commons and
g in the and LR navigating the
lesson Portal DepEd
-Provide Commons and the
interventi LR
ons Portal
to the
learner’s
difficulties
TV-Based Lessons Tv and -Facilitate -Ensure -Orient the
Instructio are Learning learning children’s teachers,
n (TVBI) presente Activity through access to parents and
d in TV Sheets the television learners
and allotted -Supervise about the
learners airtime in and Television
were the monitor the instruction policies
given television progress and
activity network of their directions to
sheets -Provide children’s ensure
complete learning as that everyone is
and well as properly informed
appropria provide and
te context guidance to guided
(Learning their children -Availability of
Modules MOA/
in MOU with a
video television
format as Network for the
well as needed
in print/e- airtime/slot
copy) -Provide complete
- and
Distribute appropriate
references content
/ (Learning
suppleme Modules/
ntary Self-Learning
materials Modules
to the in video format as
learners well
as in print/e-copy
for
references/supple
ment
ary materials for
distribution to the
learners’
Radio Lessons Radio and -Facilitate -Ensure -Orient the
Based are Learning learning children’s teachers,
Instructio presente Activity through access to parents and
n (RBI) d in Sheets the radio learner
Radio allotted -Supervise about the Radio-
and airtime/ and based
learners slot in the monitor the instruction policies
were radio progress and
given station of their directions to
activity -Provide children’s ensure
sheets complete learning as that everyone is
and well as properly informed
appropria provide and
te context guidance to guided
(Learning their children -Availability of
Modules MOA/MOU with a
in Radio station for
radio- the
based needed airtime/
lesson slot
format/ -Provide complete
radio and
script as appropriate
content
-Ensure (Learning Modules
children’s in
access to video format as
radio well as
-Supervise in print/e-copy for
and quarter 1
monitor -Availability of
the references/supple
progress mentary materials
of their for
children’s distribution to the
learning learners
as well as
provide
guidance
to
their
children

-Orient
the
teachers,
parents
and
learner
about the
Radio-
based
instructio
n policies
and
directions
to ensure
that
everyone
is
properly
informed
and
guided
-
Availabilit
y of

well as in
print/ e-
copy
for
quarter 1
-
Distribute
references
/supplem
ent
ary
materials
to the
learners
Blended Any Self -Provide -Serve as -Provide the
Distance combina Learning Self- learning complete
Learning tion of Modules in Learning facilitators set of SLM in print
(BDL) the print or Modules -Supervise or
different digital (SLMs) and digital as well as
distance print monitor the textbooks,
learning Laptops, or digital progress Learners’
types. smartphone -Monitor of their Materials (LMs)
s or other the children and
various learners -Attend supplementary
technologie progress orientation to materials
s - be -Ensure that
Facilitates capacitated facilitators,
Internet learning on the teachers
Connectivity -Give difference and learners are
assignme distance well
TV or Radio nts and modalities oriented.
learning -Ensure
task children’s
-Provide access to
interventi television,
ons radio and
to the internet
learners’ connectivity.
difficulties
-
Distribute
references
/
suppleme
ntary
materials
to the
learners
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 reason for your ranking of each.
Replicate the following table and write your answers in your study notebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL WHY?


( 1 to 5, from
easiest to
hardest to
implement)

1 MDL Because students can set their own schedule in finishing


the task in module. Cost efficient, Parents and guardians
can save a lot of transportation and accommodation. The
only expense is in the printing of modules which are
shouldered by schools. And somewhat easy to implement
because every student with or without internet
connection can have access to education.
2 ODL Because it is virtual face to face class where you get to
see your students, you get to interact with them virtually
and the safest way for everyone.
3 BL Because you have options for example if internet
connection in ODL is not good the students have option
like modular distance learning or other DL.
4 TVBI It reaches a lot of people in a region. The lessons are
repeated in different schedules. if people have a tv, so
education is free. But there is no so much interaction.
5 RBI Radio base instructions is very accessible for everyone. It
can reach a wide audience and can be prepared and
recorded and used as many times as required. Thus
repeats become cheap and possible. It is very convenient
also but it is hard if you only hear what you must learn.
We know that their visual learners that easier for them to
learn if they see examples.

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 and share your ideas at your
next LAC Session.

Learner Group Targeted Intervention

Learner Group Targeted Intervention


Learners without parents or household  Continuous monitoring through social
member who can media
guide and support their learning at home  Regular communication
 Home visitation ( if possible)
Beginning readers (K to 3)  Give specific task that will require reading
 Proper guidance
 Provide drills and guided practice
Struggling readers (Grades 4-12)  Encourage them to use modular modality
 Independent learning
 Make use of variety of books and
materials
No access to devices and Internet  Encourage parents to take advantage of
community resources
 Ask help from Brgy. Officials or other
members of the community who have the
means to deliver the modules or other
learner resources.
Inaccessible (living in remote and/or  Encourage parents to take advantage of
unsafe areas) community resources
 Have students identify resources within
their family
Indigenous Peoples  Acknowledging the existence of a
community beyond the classroom to
which the teacher is responsible.
Persons with Disabilities  Keep things in perspective. A learning
disability isn’t insurmountable
 Be an advocate for your child.
 Do not stop unless they understand your
discussion.

LESSON 2: DESIGNING LESSONS AND ASSESSEMENTS IN THE DIFFERENT LDMs

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


 identify the components of a well-designed lesson, applicable for all LDMs
 enumerate learning tasks that can be incorporated in your DL lessons to ensure the
achievement of learning objectives
 select formative and summative assessment tasks that can be incorporated in your
lessons to provide students with feedback and to help you monitor student’s learning
even when you are teaching remotely

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?


Answer:
Lesson designing or lesson planning is a teacher’s preparation on how and what
the week would be . It provides the teacher a general outline of our teaching goals,
learning objectives , and means of accomplishing each objective. It is the blueprint of
the teacher in the teaching and learning process

2. Why is lesson designing important?

Answer:
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?


Answer:
 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:

Answer:

Before the lesson Lesson proper After the lesson


1. Review previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and 2. Emphasize key
previous lesson illustrate the concepts, information and
3. Present warm-up ideas, skills, or concepts discussed
activities to establish processes that students 3. Ask learners to recall
interest in new lesson will eventually key activities and
4. Check learner’s prior internalize concepts discussed
knowledge about the 2. Help learners 4. Reinforce what teacher
new lesson understand and master has taught
5. Present connection new information 5. Assess whether lesson
between old and new 3. Provide learners with has been mastered
lesson and establish feedback 6. Transfer ideas and
purpose for new lesson 4. Check for learners’ concepts to new
6. State lesson objectives understanding situations
as guide for learners

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate
column.

List of Learning Tasks


1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas, skills,
or processes that students will eventually internalize
11. Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson

Activity 3.

Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities
and strategies would make it easier to adjust and revise the lesson plan as needed.

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

Answer:
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and
DLP should be filled up after the lesson is delivered. Teachers are encouraged to think
about their lessons, particularly the parts that went well and the parts that were weak
and write about those briefly. In the reflection, teachers can share their thoughts and
feelings about their lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in the future.
Teachers can also take note of the number of learners who earned 80% in the
evaluation, the number of learners who require additional activities for remediation, and
the difficulties teachers encountered that their principal or supervisor can help solve.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL
and DLP. To find out the instructional principles behind these learning tasks, you may
refer to thearticle Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf).

Activity 4.

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

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


one):
Grade Level and Learning Area Grade 9 Science
Lesson/Topic Respiratory System and Circulatory System Working
with other organ system
Learning Objectives  Identify the parts of the respiratory system and
their functions
 Describe the gas exchange process in
respiration
 Explain how the circulatory system transports
nutrients, gases, and other molecules to the
different parts of the body
Learning Resources/Materials Needed Self Learning Modules, activity sheets, Science
Textbooks, smart phones or laptops if available

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

2. Clarify concepts from Video call


previous lesson
3. Present warm-up / Learning activity sheets
activities to establish
4.Check learner’s prior / Video call, Learning activity sheets
knowledge about the new
lesson
5. Present connection / Learning activity sheets
between old and new
lesson and establish
purpose for new lesson
6. State lesson objectives / Learning activity sheets
as guide for learners
Lesson Proper
1Explain, model, / Learning activity sheets
demonstrate, and Synchronous learning
illustrate
the concepts, ideas, skills,
or processes that
students will eventually
internalize
2. Help learners / Video call
understand and master Synchronous learning
new
3. Provide learners with Video call
feedback
4. Check for learners’ / Household partner
understanding Video call
After the Lesson
1. Wrap up activities / Synchronous learning
2. Emphasize key / Learning activity sheets
information and concepts
3. Ask learners to recall Video call
key activities and
concepts discussed
4. Reinforce what teacher / Synchronous learning
has taught
5. Assess whether lesson / Video call
has been mastered Synchronous learning
6. Transfer ideas and / Video call, Learning activity sheets
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 resource
scan you create or curate to supplement the SLM?

Answer:
Aside from the SLMs, other supplementary learning materials and resources can
be used to help you deliver the lessons. These include, but are not limited to, printed
materials such as textbooks and learner materials (LMs), leveled readers, teacher-made
learning activity sheets and other assessment materials, internet-based resources,
MELCs-aligned teacher-made audio or video resources, computer-based or phone-based
activities, and educational TV and/or radio broadcasts.

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?

Answer:
This means that you need to communicate to learners what they are expected
to learn; involve them in assessing their own learning at the beginning, during, and end
of every lesson and use data from their assessment to continually adjust instruction to
ensure attainment of learning outcomes. Explore tasks and tools that enable you to
monitor, assess, and facilitate your students ’learning, and at the same time enable
your
learners to reflect on what they have learned and communicate their insights to you and
their classmates. Consider various touch points such as text messaging, voice calls,
or face-to-face interaction (if possible and allowed) to monitor learner progress and
provide timely feedback on learning.

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Answer:
To gather feedback we have to collect the modules and check every
student’s progress . We need to communicate with them using the social media,
phone calls , text messages and home visitation if possible. We need to check
them time to time if possible if our learner understand the task or not.
Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of Content
across learning areas maximizes time and helps learners make connections for better
understanding.
• You can use content topics as themes, motivation, springboards, or initial topics for
lessons across subjects. You can also try merging selected learning area, Performance
tasks and assessments and create separate rubrics for scoring per learning area. This
can make it easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your peers.

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. Follow the example
below.
Activity 6.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy


Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified
to be suitable for DL.

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 Method in DL

Assessment How to Adapt the Assessment Method in DL


Method
Example: I will send a three-item quiz via text message before
Short quiz the lesson. Based on
the responses, I will take note of the common
misconceptions and clarify
them to the learners during our online session or via
text message.
KWL I will use google form to know student’s knowledge.
What they want to know and what they want to
learn. Using this I will get idea on what particular
part of the lesson will I give emphasis .

GAMES I can use interactive games to catch students


attention.
SIMULATION ACTIVITIES Inserting simulation class can motivate students and
in can boost their interest to participate to the
discussion.

INTERVIEW Using the social media I will interview students. I will


ask questions and concerns about the topic.

WRITTEN PRESENTATION I will require my learners to submit essays, reports,


reflective paper etc. that can align with the skills sets
of intended Learning outcomes.

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

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

Answer:
The common assessment method is the paper and pencil test or the written
presentation, KWL and games.

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

Answer:
One of the challenges is internet connection it is hard for us to communicate to our
learners if not all can access to internet. Another thing is the gadgets also not all have
cellphones or anything that can use to communicate.

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

Answer:
We teachers need to collaborate each other and help one another and think of
different strategies, we can have also webinars regarding the assessment of the
students.
Activity 7 .

Sample learning outputs obtained from different assessment methods may be


collected to build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio
and e-Portfolio to find out how to construct and use it.

After reading the references, answer the following quiz to check your understanding
about using a portfolio to assess the learner.

Questions TRUE FALSE


1. A portfolio mainly displays the academic /
achievements of the
learner.
2. Testimonies of parents/guardians and /
learning facilitators
regarding the learner’s progress may be
included in a portfolio.
3. There is a fixed list of items that should be /
included in a
portfolio.
4. The teacher can only comment on a learner’s /
portfolio.
5. For asynchronous learning, teachers allow /
learners to work
on their outputs during their own time. The
latter will submit the
portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage /
their portfolio via
file sharing programs or they may submit the
actual softcopies of
their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard /
copies or physical
forms may be handed over to the teacher by the
parents or
learning facilitators.

Learners are different and have different abilities. For some topics, you can give students
some options or alternatives on how they will be assessed. Just make sure that these
would show how much they have learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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


 differentiate a weekly home learning plan from an individual learning
monitoring plan
 create a weekly home learning plan
 create an individual learning monitoring plan

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
1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.
Answer: c) learning competencies

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.
Answer: d) learning task

3. This refers to the prescribed subject that learners take.


Answer: a) learning area
4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context.
Answer: b) mode of delivery

The check-up activity introduced you to the key components of a Weekly Home
LearningPlan (WHLP), namely, the learning area, learning tasks, learning
competencies, and the modeof delivery. The WHLP serves as a guide for your learners
on what they need to accomplish each week when they do independent study at
home (DepEd, 2020).

It outlines the learning tasks that learners need to do, using the SLM, in order for
them to attain the most essential learning competencies (MELCs).The learning tasks
may be as detailed like those in the SLMs as shown in the Sample Weekly Home
Learning Plan for Blended Distance Learning or may just refer learners to the lesson
number and/or activity number in the SLM as shown in the Sample Weekly Home
Learning Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as
they follow the prescribed schedule in the plan. Remember also that part of
guiding learners is to give enhancement or remediation activities when needed
and when possible.

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. Take note
of the following when creating your WHLP:

• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks
if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American

Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are as
follows:

» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and
the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.

Answer:
Weekly Home Learning Plan for Grade 9
Week 1, Quarter 1,

Day & Time Learning Area Learning Learning Task Mode of Delivery
Competency
6:00-7:00 wake up , make your bed ,eat breakfast and get ready for awesome day!
7:00-7:45 have short exercise/ mediation /bonding with family.
Monday
7:45-11: 45 Filipino Personal submission by
the parent to the teacher
in school

1:30-5:00 Science Explain how Science Personal submission by


the respiratory Module 1, the parent to the teacher
and circulatory Lesson 1 in school
work together Quarter 1,
to transport Week 1
nutrients,
gases and
other
molecules to
and from the
different parts
of the body.
(S9LT-la-b-26)

Tuesday
Personal submission by
the parent to the
teacher in school

Personal submission by
the parent to the
teacher in school
Wednesday
Personal submission by
the parent to the
teacher in school

Personal submission by
the parent to the
teacher in school

Thursday
Personal submission by
the parent to the
teacher in school
Personal submission by
the parent to the
teacher in school

Friday
Personal submission by
the parent to the
teacher in school
Personal submission by
the parent to the
teacher in school

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


Monitoring Plan (ILMP)
(WHLP)
Purpose A tool to guide learners and learning A tool for monitoring
facilitators or household partners in learners who
tracking the subject areas to be tackled lag behind based on the
and activities to perform at home results of
their formative and
summative
assessments

For Whom? Learners and learning facilitator or Teachers and learning


household partner facilitator or
household partner
Components Learning area, learning competencies, Learner’s needs,
learning tasks, mode of delivery intervention
strategies, monitoring
date, learner’s
status

Has to be Yes Yes


communicated to
parents?

Remember also that in monitoring the progress of your learners, it is important to get
in touch with the household partner who provides assistance as needed while the
learner is doing the learning tasks at home.

Activity 4.

Assume that after going through the outputs submitted by your learners, one of them
has problems completing the learning tasks for the first two weeks. Think of a possible
difficulty the learner may have encountered in accomplishing the learning tasks. Apply
what you have learned about ILMPs in Activity 3 and create an ILMP for that
particular learner who lags behind.

Read and use the Individual Learning Monitoring Plan Template.


Consider the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC S

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Juan De Guzman

Grade Level: 9

Learning Learner’s Intervention Monitorin Learner’s Status


Area Needs Strategies g Date
Provided Insignificant Significan Master
Progress t Progress y

Science Label the Provide more October /


parts of guided 5,2020
circulator activities
y and before
respirator proceeding to
y system individual
activities

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design
lessons with your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback
from the learners (learners’ self-assessment), and from the learning facilitators or
household partners, in order to continuously improve lessons and provide support for
learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them
and their families. As teachers, you need to make your presence felt, and send the
message to the learners that they are not alone in this situation. This will greatly help
them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support
from your Coaches, School Heads, and fellow teachers as you adapt to the new
normal. Now, coordinate with your LAC Leader regarding your LAC Session schedule for
this module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this Module.

Congratulations for completing Module 3A! You are now ready for Module 3B.

MODULE 3B: LEARNING RESOURCES

MODULE OBJECTIVES

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


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

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

This lesson will give you the map of learning resources needed for the implementation of
the different Distance Learning (DL) subcategories.

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


 assess the LR needs and concerns in your School
 discuss and reflect on these needs and concerns
 gather possible solutions to resolve these LR needs and concerns
Activity 1.

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for


SY 2020-2021included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map and
answer the following questions in your Study Notebook:

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

Answer:
Modular Distance Learning features individualize instructions that allows
learner to use learning modules (SLMs) in print or digital format/ electronic copy,
whichever is applicable to the learner. Learners under modular Distance Learning can
also use other resources such as Learner’s Materials, textbooks , activity sheets, study
guides and other study materials.

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?

Answer:
In case of unavailability of learning resources, there are other textbooks/LMs
and Teacher-made videos/modules may supplement the required learning resources
for each DLD
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?

Answer:
In order to maximize the use of LRMDS Portal and DepEd Commons, we need to
have a curriculum support system from our own department, from our colleages, from
our Local Government Units and from private individuals that are willing to extend the
supports in the production of Learning Materials that will provide our learners a more
enjoyable learning experience.

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?

Answer:
Based on my evaluation of the materials, most of the learning resources
available in LRMDS Portal and DepED Commons are appropriate to the level and
characteristics
of learners. There are learners who might be advantage by the materials and there are
learners who might be not and it is all depend on their economic and financial status
and within their reach . It order to adjust to these gaps, as a teacher, it is our
responsibility to address the needs of our learner. If the learning resources provided in
the portals can only served learners with gadgets and internet access, the teacher can
also offer these materials through printed
modules .

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?

Answer:
Facilitating the development of others and bringing out the best in them ,and
planning together with the LR’s to be used is one of the most important you can do to
your colleagues

Take note of the insights that you can gather from your colleagues and write
them in your Study Notebook.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how
to access LRs from DepEd Portals.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

Activity 1.

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal
Video Tutorial located in the resources of this Course.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
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?

Answer:
The Learning Resources Management and Development System (LRMDS) is
designed to support increased distribution and access to learning, teaching and
professional development resources at the Region ,Division and Schools.

The LRMDS provide access to quality resources from the Regions, Divisions,
Cluster/School level : including
 Information on quantity and quality and location of textbooks and
supplementary materials and cultural expertise
 Access to learning, teaching and professional development resources in digital
format and locate resources in print and hard copy,
 Standards, specification and guidelines for assessing and evaluating ,
acquiring and harvesting modification, development and production resources.

2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?

Answer:
Since most of the learning resources can be access only through online portals,
It would be hard for teachers and learners who doesn’t have internet access to
download the learning resources. In overcoming these challenges, the teachers
should engage in downloading the learning resources through their initiatives
and printing a hard copy of the LR’s to be distributed to learners who do not have
internet access.

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

Answer:
In order to maximize the use of LRMDS Portal and DepEd Commons, we need to
have a curriculum support system from our own department, from colleagues,
from our Local Governments Units and private individuals that are willing to extend
supports in the production of Learning Materials that will provide our learners a more
enjoyable learning experience.

Activity 2.

In your next LAC Session, share and discuss your answers to the questions in Activity 1.
Explore how you can help and support each other in using the LR portals.
Jot down the insights and helpful information regarding the use of the LR portals in
your Study Notebook.

Answer:
A LR portal is a gateway to all the courses, resources, and instruments that
facilitate teaching and learning. Technically speaking, it's a website that acts as
a repository for teaching and learning materials. ...
Provide teachers easy routes for learners to navigate through the content.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3

LESSON 3: ASSESSING THE LR MATERIALS

Activity 1.

Stud y 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

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. Was the material able to meet all the requirements?

Answer:
Yes, the materials were able to meet all the requirements because of its
variety and it has been quality-checked before uploading it on the
portal for DepED

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?

Answer:
None. I will use the LR material as a supplementary material to my class.

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

Answer:
I think we need to assess if the material is localized and indigenized.
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

Answer:
It gives me the idea if the materials that I decided to uses is enough already
for me to use in the opening of the class. We help my learners in their learning
process especially if the lesson and material is right for them.

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?

Answer:
I think they are comparable on the approach on how they present the topic and
on how the way they create activities and enrichment.

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

Answer:
I think they need to improve the different activities. They need to be more
creative in creating activities and enrichment.

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

Answer:
It gives me the idea if the materials that I decided to uses is enough already
for me to use in the opening of the class. We help my learners in their learning process
especially if the lesson and material is right for them.

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?

Answer:
The material that I have developed is based from the nature of my students.
I know the capacity, nature and behavior of my students . The LRs from the online are
based on the general characteristics of the students.

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

Answer:
Ithink I need to improve my creativity in choosing the best design for my LR.
Activity 4.

Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing
the appropriate LRs. Submit your LR assessments with your reflection on the exercises
to your LAC Leader. Ensurethat you keep a copy for yourself.

Congratulations! You are now done with Module 3B.


You may now proceed to Module 4.

MODULE 4: PLANNING FOR CONTINUING


PROFESSIONAL DEVELOPMENT AND LAC PLANNING

MODULE OBJECTIVES

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


 carry out your plan for your continuing PD
 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)
 develop a PD plan including the Learning Action Plan
 commit to your professional growth and development

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT


By the end of this lesson, you should be able to :
 reflect on and assess your current capabilities
 and practice in relation to the use of the LDMs in your School.

Activity 1.

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

Answer:
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

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.

Answer:
For me as a beginner teacher all of the professional standards in PPST.I need to focus
on each of the professional standard. For Content knowledge and pedagogy I need to
be optimistic in using of information and communication in the delivery of learning .
Content knowledge and its application within and across the curriculum areas in the
implementation of MELCS in the new normal. For learning environment I need to
consider
the learner safety and security and fair learning environment. For diversity of learning
I need to know my learners need, strengths , interests and experience and use different
strategies.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines.

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? Add as many rows as you
need for your answers.

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

Promote success through Ensure quality instructions in Well-implemented


curriculum and instruction distance learning through curriculum and instruction
that address learners learning effective course design and through DepEd MELCs.
needs through assessment
Modular distance learning Availability and
accessibility of learning
resources.

Provides learner’s support Provide a learning environment A good relationship with


services and programs that for learners’ success and the learners and their
complement distance retention in distance learning parents.
learning and address that is equivalent to traditional
learner’s needs learning.

Produce quality output, Improving my teaching Continue my professional


learners ready and fully strategies and practice development
equipped.

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2
and learn more about planning for the Continuing PD and participation in the LAC.

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 nonDepEd 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.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan

(Recommended Developmental
Strengths Developm Intervention) Timeline Resources
ental Needed
Needs
Learning Intervention
Objectives of
the PD Program

Applying Planning Using a range Participate in Year-round Teaching


different and teaching webinars or methods ,
teaching application strategies that virtual course
strategies different enhance my conference that design ,
that teaching learner is related to online
enhance strategies achievement in effective learning
my learner within and literacy and teaching resources,
achieveme across numeracy skills. strategies. internet
nt in curriculum connection
literacy and areas in Consult co .
numeracy the teachers and
skills. implement superiors.
ation of
MELCs in
the new
normal
that will
help
develop
their
higher
order
thinking
skills

Focusing Make the Making self Attend LAC Year-round Modules


teaching best lesson learning session bout on LDM2
and leaning for the modules align LDM2 course, Course , K
new with the MELCs that will include To 12
normal by DepEd. the discussing of Curriculum
class MELCs and guide and
other related
topics MELCS.

Support Provide the Applying the Attending Year-round MELCs,


Curriculum quality assessment tool seminar about Learning
Manageme modules in choosing learning resources,
nt and for my learning resources , Self
implement learners resources for LRMDS and learning
ation for the the modules. DepED modules,
new Commons. and school
normal funds.
class

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.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson
2 Activities 1 and 2. Take note of all insights and advice from your colleagues.
Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.
PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS


RELATED TO THE MODALITIES

Apply knowledge of content within and across Most Essential Learning Competencies
curriculum teaching areas . (MELCs)

Establish safe and secure learning environments Keeping Learners Safe and Focus During
to enhance learning through the consistent Distance Learning
implementation of policies, guidelines and
procedures.

Monitor and evaluate learner progress and Assessing Learners’ Performance in


achievement using learners monitoring plan Distance Learning as Learning Delivering
Modality

Congratulations! You have completed Module 4. You may now proceed to the final
Module.

MODULE 5: BUILDING THE TEACHING PORTFOLIO


RELATED TO THE IMPLEMENTATION OF THE
MODALITIES

MODULE OBJECTIVES 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

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS This lesson will introduce you to the
Teaching Portfolio related to your use of the LDM. By the end of this lesson, you should be able
to: 1. describe what a portfolio is 2. identify the contents of your teaching in the LDM Portfolio

Activity 1.

Before you begin to prepare building your Portfolio, you need to make sure that you
have completed all the outputs for this course. Go over the list found in LDM2 Guide for
Expected Outputs and find out whether you have completed all the outputs required for
Modules 1-4 of this course. Submit the completed outputs to your designated Coach for
final evaluation. Keep a copy of all your outputs for your own records.
Activity 2.

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions and jot down your answers in your
Study Notebook:

1.How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?

Answer:
The portfolio will help me monitor the progress of my learners. Will help me document,
reflect on, and think about and improve my teaching and my students learning.
It enables me to examine what I have learned from my personal experience and professional
development activities and to analyze and develop effective teaching.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?

Answer:
The Individual Development plan is one of the evidences from the previous modules that
will help capture the progress of my teaching practice. The Individual Development Plan
is a professional development tool used to help a teacher to identify his/her strengths and
areas growth and set attainable goals. The IDP process is a useful way to have intentional
conversation with your mentor/advisor about career interest, skills building, and planning for
your future throughout your time as a teacher. On the other hand the following evidences also
will help me track the progress of my teaching like, Unpacking Melcs, Learning task for DL
and the Weekly Home Learning Plan.

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

Answer:
Writing down your reflections is an integral part of portfolio because it summarizes
the insights and experience you have gained from the LDM2 Course for Teachers.
It allows you to develop a critical awareness of your own skill development and will help
you identify your strength and weaknesses.

Activity 3.
Familiarize yourself with the List of Suggested Evidence Form.

1. Is the list of evidence enough to capture the progress of your teaching practice?
Answer:
I think it’s not enough. Hopefully as a teacher I can diligently managed and monitor the
progress of my learners
2. What other evidence can you think of that is relevant to the LDM adopted by your School?
Answer:
I suggest having a uniform class record and evaluation documents that is relevant to the LDM

Write down your answers and other insights in your Study Notebook.

Answer:
List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online


learning)

Or

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

Participation in recognized PDs 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 At least once a month starting Video Recording
Coach/es September 2020

Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Make a list Unpacking and combining of August to September Unpacking and


MELCs combining of
MELCs

Make a List of targeted learner interventions August to September List of targeted


learner
interventions

Make Learning tasks for DL August to September Learning tasks


for DL

Make a Weekly Home Learning Plan for 1 August to September Weekly Home
subject Learning Plan
for

Make an Assessment methods in DL August to September an Assessment


methods in DL

Construct Individual Learning Monitoring Plan August to September Individual


for a student who lags behind in completing Learning
the learning tasks Monitoring Plan

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

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

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

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.

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO


For Teachers
CRITERI EXCELLENT VERY SATISFACTOR MARGINAL UNSATISFAC
A SATISFACTOR Y (3) (2) TORY (1)
(5) Y (4)

DEMON The The outputs The outputs The outputs The outputs
STRATIO outputs adequately reflect to a reflect to a do not show
N OF clearly and captured the big extent the limited the progress
PROGRE adequately progress of progress of extent the of the LDM
SS OF captured the the LDM progress of implementa
THE the implementati implementati the LDM tion
LDM progress of on of the LDM on implementa
IMPLEM the tion
ENTATI implement
ON ation of the
(30%) LDM,
showing
innovations
that
contribute
to its
smooth
implement
ation
CRITERI EXCELLENT VERY SATISFACTOR MARGINAL UNSATISFAC
A SATISFACTOR Y (3) (2) TORY (1)
(5) Y (4)

QUALIT Reflection Reflection Reflection Reflection Reflection


Y OF describes describes describes describes describes
REFLEC the the the the experience
TION experienc experience experience experience in the
(25%) e in the in the LDM and relates in the implement
LDM implementa them to the implement ation of the
implemen tion, shows professional ation of the LDM with
tation, some standards LDM with no attempt
shows in- analysis, and limited to relate it
depth and relates personal attempt to to the
analysis it to the developmen relate it to professiona
and professional t goals the l standards
synthesis, standards professiona and
and and to l standards personal
excellently professional and developme
relates it and personal nt goals
to the personal developme
profession developmen nt goals
al t goals
standards
and to
profession
al and
personal
developm
ent goals
CRITERI EXCELLENT VERY SATISFACTOR MARGINAL UNSATISFAC
A SATISFACTOR Y (3) (2) TORY (1)
(5) Y (4)

DEMO The The outputs The outputs The The outputs


NSTRA outputs clearly clearly outputs do not
TION clearly demonstrat demonstrat clearly demonstrat
OF demonstr e4 e3 demonstrat e any
PROFES ate 5 or indicators of indicators of e the 2 indicator in
SIONAL more relevant relevant indicators the
STAND indicators strands in strands in of relevant professiona
ARDS of professional professional strands in l standards
(20%) relevant standards standards professiona
strands in l standards
profession
al
standards

LANGU The ideas The ideas The ideas The ideas The ideas
AGE are are are are are jumbled
AND expressed expressed in expressed expressed and difficult
OVERA in clear, clear well but using very to
LL coherent, language with basic understand
PRESEN and with very incoherence words and ; errors in
TATION appropria minimal in some structure structure
OF THE tely- errors in areas and with and writing
OUTPU worded structure few errors in incoherenc convention
T (15%) language and/or structure e in many s are found
with no writing and/or areas and almost
errors in conventions writing several everywhere
structure conventions errors in in the
and/or structure output
writing and/or
conventio writing
ns convention
s
CRITERI EXCELLENT VERY SATISFACTOR MARGINAL UNSATISFAC
A SATISFACTOR Y (3) (2) TORY (1)
(5) Y (4)

ORGAN The The portfolio The portfolio The The


IZATIO portfolio is logically is generally portfolio portfolio
N OF is logically organized well- has 3-4 does not
PORTF organized, organized items not follow a
OLIO is with 1-2 well placed logical
(5%) insightful, items not in the order
and offers well placed overall
new in the organizatio
perspectiv overall n
e and organization
insights

TIMELI The The The The The


NESS output/s output/s output/s output/s output/s
(5%) is/are is/are is/are is/are is/are
submitted submitted 1- submitted submitted submitted
more than 2 days on the day 1-3 days more than
3 days before the of the after the 3 days after
ahead of deadline deadline deadline the
the deadline
deadline

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.

Answer:

For me to make sure to hit the criteria we must provide an output that are align to the sets
of standards of rubrics .We should set in our minds that we need to achieved the excellent or
the very satisfactory.

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.
As a final reminder, make sure that you are able to collect the evidence of your teaching
practice as you have listed, and organize these into a Portfolio. At the end of the year,
you will submit your Portfolio to your LAC Leader, who will announce the specific date and
manner of submission. Congratulations! You have completed the LDM 2 Course.
Good luck on your LDM implementation, Teacher!

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