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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.
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.
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.
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.
Look for a colleague with whom you would like to discuss your answers and reflections
with to the questions in Activities 1 and 2.
This lesson will help you set up your LAC and prepare for LAC activities in the succeeding
modules.
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. What are the top three challenges to having a successful LAC? List down and
elaborate.
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.
By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of MELCs.
Activity 1 .
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.
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.
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:
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:
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.
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.
In this session, you will familiarize yourself with unpacking and combining MELCs into Learning
Objectives.
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 :
Answer:
To systematize learning activities and effectively address the varying
needs of learners and the challenges of instructional deliveries.
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.
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
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 OBJECTIVE
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.
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
-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.
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.
Activity 1 .
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
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.
Answer:
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.
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.
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.
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
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.
• 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 .
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.
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
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:
Answer:
The common assessment method is the paper and pencil test or the written
presentation, KWL and games.
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 .
After reading the references, answer the following quiz to check your understanding
about using a portfolio to assess the learner.
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
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
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 .
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
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 .
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.
Grade Level: 9
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 OBJECTIVES
This lesson will give you the map of learning resources needed for the implementation of
the different Distance Learning (DL) subcategories.
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.
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.
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
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:
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.
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.
MODULE OBJECTIVES
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.
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?
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?
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.
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.
Action Plan
(Recommended Developmental
Strengths Developm Intervention) Timeline Resources
ental Needed
Needs
Learning Intervention
Objectives of
the PD Program
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
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.
Congratulations! You have completed Module 4. You may now proceed to the final
Module.
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.
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
Or
Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the Modalities
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):
Make a Weekly Home Learning Plan for 1 August to September Weekly Home
subject Learning Plan
for
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.
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.
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)
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)
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!