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Department of Education
Region VIII (Eastern Visayas)
Schools Division of Eastern Samar
DAPDAP NATIONAL TECHNICAL VOCATIONAL HIGH SCHOOL
LEARNING
DELIVERY
MODALITIES
FOR TEACHERS
Study Notebook
CATHERINE Y. HOBAYAN
TEACHER 1
LDM2
MODULE 1: COURSE
ORIENTATION
ANSWER:
This course want to help on how to manage the teaching- learning process in learning delivery
modalities that is adopted by the school.
2. HOW CAN THIS COURSE HELP ENSURE THAT YOU WILL BE ABLE TO DELIVER QUALITY INSTRUCTION IN
THE ‘’NEW NORMAL’’?
ANSWER:
This course help me to ensure the safety of my students, parents, teachers, and other DEPED
employees by following the health protocols in delivering learning modules or other alternative learning
modalities.
3. WHAT ARE THE TWO SUPPORT MECHANISM THAT WILL HELP YOU WITH YOUR LEARNING IN THIS
COURSE?
ANSWER:
Through Learning Action Cell (LAC) session with the collaboration of co workers and Learning
delivery modalities (LDM2) course modules and guide.
ACTIVITY 2
Answering the following questions by copying and filling out the table.
Answer:
I think my eagerness to participate in this course will be able to apply and help me as a teacher
to adapt the new normal education and to help achieve a succesful education for our learners.
2. HOW CAN I ENSURE THAT I AM ABLE TO SUSTAIN MY STRENGTHS AND ADDRESS THE OBSTACLES
THAT WILL HINDER ME FROM COMPLETING THIS COURSE?
Answer:
By having positive outlook and willingness to learn, I think I can overcome whatever challenges I
may face in completing this course. And also, with the help of my co teachers and supporters.
HABITS OBSTACLES MOTIVATIONS ENVIRONMENT
(What is it that I (What will prevent me What will push me to (Where will I accomplish
repeatedly do that may from participating fully in participate in this the requirements of this
affect my participation in this course?) course?) course?
the course in a positive Describe this
or negative way?) environment?)
I have the Overlapping of The willingnes to I will
tendency to schedule and learn something accomplishing
delay the task/ urgent reports. new this course at the
activity esp. if I Unstable internet Eagerness to help place where
am doing connection the learners at there is stable
something more this time of connection of
important than pandemic to internet, and
this. sustain learning noise-free.
Repeatedly process.
checking of
chats, emails, or
texts on my
phone.
Reflection
This course will help me to gain more understanding about how the
different modalities will be implemented amidst the pandemic.
For me this course also is essential especially that we are facing the new
normal school year.
Personal characteristics, strength, and weakness is important in
planning, and time management in participating this course.
LDM2
MODULE 2
MOST ESSENTIAL
LEARNING
COMPETENCIES
Lesson 1:
Background, Rationale, and Development of MELCS
Activity 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamentals concerns in
terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a
specific example. Do you think these concerns could be solved by teachers alone? Why or why not?
Answer:
Our country is facing health crisis brought about by COVID-19. With the stringent physical
distancing and community quarantine imposed by the IATF and LGUs , basic education is among the
sectors which has been affected as schools and community learning centers are closed for physical
conduct of classes. This, however, should not hinder education to continue. But the problem is how the
teachers will teach the most essential learning competencies without having a face to face classes. It is a
big challenges for us on how we are going to do this. This concern cannot be solved by the teachers
alone, we need the help and guidance of school leaders and supervisors to give us technical assistance
and motivation. Parents and other stakeholders can get involved and share responsibility for developing
life- long learners.
2. Even prior to the spread of COVID -19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to
be one of the hindering factors on the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?
Answer:
Yes, I do agree. We all know that circumstances is important in educational system for it helps in
planning the education process or procedures for a given period. In our setting , it cannot be denied the
fact that we have congested curriculum which probably one of the reasons why our learners have poor
performance in school. In some instances, there are topics or skills that requires a couple of days or
weeks to be taught but since the time is limited we need to fast forward the lessons just to meet the
time frame given.
Activity 2
Familiarize yourself with the course reading on the Development and Designs of the MELCs.
After going through the document, provide a brief and concise responses to the following guide
questions.
1. What are the general and specific purposes of the development of MELCs?
Answer:
The general aim of MELCs is to concentrate on the most essential skills a child requires to
learn and to uphold the quality of the curriculum.
2. How does curriculum review aid in the identification of essential learning competencies?
ANSWER
It will inform us to determine the most essential and attainable competencies that can be reached
and can be conveyed by the parents.
3. What is the difference between essential learning competencies and desirable learning competencies?
Answer:
Essential learning competencies are defined as what the student’s need, considered
indispensable, in the teaching- learning process to building skills to equip learners for lifelong learning. On
the other hand, desirable learning competencies were defined as what may enhance education but may be
necessary building foundation skills.
4. How were the most essential learning competencies identified? What were the decision made in
order to trim down the number of the essential learning competencies further?
Answer:
The most essential learning skills listed provided the participant with different characteristics to
help them to select which is the most important learning skills. It could have retained, merged or dropped
the learning competencies.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
Answer:
The importance of MELCs is ensuring the delivery of equality instruction because it serve as
teachers guide in addressing the instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. Also, it will serve as reference in preparing the weekly home learning plan, Self
learning module, worksheets, and other learning materials.
ACTIVITY 3:
Prepare a copy of your learning areas original K-12 Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents which learning
competencies were retained, dropped, or emerged.
Activity 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study Notebook:
Answer:
The unpacking and combining of MELCs is essential to make the learning activities more
organize and systematic. The teacher may unpack the MELCs into more specific learning
competencies or objectives to ensure that learners acquire the necessary knowledge, skills, and
values.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Answer:
The MELCs should still be:
Aligned to the content and performance standards
Connects the content to higher concept across content areas
What is expected for students to learn
Answer:
Yes, the unpacking of the MELCs are essential in order to have a systematized learning
activity so that the competencies needed by the students to learn is not congested.
1. Face to face learning – this is the usual classroom set up that we are doing over the years. Wherein, the
teachers and students are in the classroom and doing the teaching-learning process.
2. Blended learning – this is using supplemental video or printed modules to help us in teaching the
lessons and for the students to understand more about the topic.
3. Home schooling – student is just at home for studying with her/his own schedule together with her/his
parents as her/his teacher but still it is the teacher who will give assessments.
Answer:
Distance Learning
Home study
ACTIVITY 2
Online Online Internet access Facilitator of Provide internet Provide strong internet
Distance instruction gadgets 9 learning in connection for access for teachers in
Learning smart phone, digital learners and school
(ODL) tablet, platforms digital devices/
desktop, gadgets
laptop)
TV-Based television Educational Schedule Guide the learners Provide the tv program
Instruction television broadcast of and broadcasting
(TVBI) programs and the lessons
channel
Radio- Radio-based Educational Served as Guide the learners Provide the radio station
Based instruction radio station radio and broadcasting
Instruction program broadcaster
(RBI)
Blended Combination Internet access Facilitator of Guide and support Monitor and supervise the
Distance of traditional digital devices learning the learners needs implementation of BDL
Learning and or gadgets
technological printed
learning materials
ACTIVITY 3:
RANKING THE TYPES OF DISTANCE LEARNING
ACTIVITY 4:
IDENTIFYING TARGETED INTERVENTIONS FOR LEARNERS W/ SPECIAL
CONCERN+LAC
ACTIVITY 1:
Answer:
Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning “ the content instruction, selecting teaching materials, designing
the learning activities and grouping methods, and deciding on the pacing and allocation of instructional
time.
Answer:
Lesson designing helps ensure that:
Time is maximized for instruction and learning
Lessons are responsive to learners need
Teachers carry out a lesson successfully
Answer:
LESSON PROPER
1. Explain, model, Asynchronous/ video lessons
demonstrate, and
illustrate the concepts,
ideas, skills or processes
that students will
eventually internalize
ACTIVITY 5:
Answer the following questions:
1. For learning task not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
ANSWER:
Create an instructional video lesson or additional learning materials to
supplement SLMs.
2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that
they are guided throughout the lesson?
ANSWER:
Maintain constant communication with the parents in facilitating learning at home
and update them on different channels, internet sites that they can visit for additional
source of information. Design a simplify learning material to promote individualized
learning instructions and other practice exercises.
3. How can teacher gather feedback on the different learning task, in order to refine or
modify current and future lessons?
ANSWER:
Ask the parents to provide the pupils a journal notebook. Where they can write
their feelings, insights and questions about a particular topic. The teacher can gather
feedback through messaging, phone call or video call.
ACTIVITY 6
Assessment is always a part of designing instruction. Read the D.O.8, s.2015 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 answer in a Venn diagram.
Summative Assessment
Formative Assessment Learners may be Assessment OF learning
Assessment FOR learning assessed To measure if the pupils
To make adjustment in the individually met the performance and
concept that may be of collaboratively content standard done after
integrated in any parts of the Should also the lesson
lesson . promote self
ANSWER:
ANSWER:
The biased result of the written activities due to geographical distance. The
teacher will not be able to observe the honesty of learner’s answers.
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
ANSWER:
Encourage the parents to be fair and just while pupils answer activities.
Support guidance only.
Answer the simple check-up quiz below. Read and match the description in Column A with the
terms in Column B.
COLUMN A COLUMN B
Grade Level: Grade 7 Week &Quarter: Week 1 Quarter 1 Inclusive Dates: October 5-9, 2020
Day Time Learning Area & Learning Competency Learning Tasks Mode of Delivery
Subject Teacher
Monday- 7:00-9:00 Wake up, make up your bed, eat breakfast, take a bath, and get ready for an exciting day!
Friday
Monday- 9:00-9:30 Have a short bonding with a family
Friday
Monday 9:30- 11:30 MATHEMATICS Illustrates well-defined sets, Please refer Module 1, Have the parent hand in
subsets, universal sets, null set, Pages 1-19 the output to the
Subject Teacher cardinally of sets, union, and assigned person in a
Rosana C. intersection of sets and the particular designated
Villacarillo difference of two sets. area.
0948253956/fb: RC (M7NS-Ia-1;M7NS-Ia-2)
VILLA
11:30-1:00 LUNCHBREAK
1:00-3:00 Araling Panlipunan Naipapaliwanag ang konsepto ng Sumangguni sa Modyul 1, Katangiang Ibibigay ng magulang
Subject Teacher Asya tungo sa paghahating Pisikal ng Asya ang output ng mag aaral
Nico M.Amos heograpiya. Pahina 5-20 sa itinalagang lugar.
CP # 09086405909 (AP7HAS-Ia-1.1)
Fb: Nico Amos
11:30-1:00 LUNCHBREAK
1:00-3:00 SCIENCE Describe the components of a Please refer to Module 1, Scientific Have the parent hand in
Subject Teacher scientific investigation. Ways of Acquiring Knowledge and the output to the
Bernardita U. (S7MT-Ia-1) Solving Problems assigned person in a
Villaflor Pages: 2-15 particular designated
09161654996/Bern area.
adeth Tegerero
Ubaldo
11:30-1:00 LUNCHBREAK
1:00-2:00 ESP Naipapamalas ng mag aaral ang Sumangguni sa Modyul 1, Ibibigay ng magulang
Subject Teacher pag unawa sa mga inaasahang Ako Ngayon ang output ng mag aaral
Virginia A. Diaz kakayahan at kilos sa panahong Pahina; 20-10 sa itinalagang lugar.
09120047597/0997 pagdadalaga/pagbibinata, talento
2094578 at kakayahan, hilig,at mga
Fb: Virgina Diaz tungkulin sa panahong
pagdadalaga/pagbibinata.
(EsP7PS-1a-1.1)
2:00-3:00 TECHNICAL list hand tools based on job Please refer to Have the parent hand in
DRAWING requirements; 2. identify Quarter 1 – Module 1: Use of Hand the output to the
Subject Teacher appropriate hand tools; and 3. Tools and Equipment assigned person in a
Joemar A. classify hand tools according to Pages 6 - 19 particular designated
Robedizo function and task requirements. area.
CP # 09556085616 (TLE_ICTTD7/8UT-Oa-1)
Fb; joemar james
robedizo
3:00 5:00 Family Time!
THURSDAY 9:30-11:30 MAPEH Identifies the musical Please refer to Module 1, Have the parent hand in
MUSIC characteristic of representatives Music of the lowlands of Luzon the output to the
Subject Teacher music selections from the Folk songs from the Lowlands assigned person in a
Severo O. Anabo lowlands of Luzon after listening. Pages:4-15 particular designated
09483678215/0935 (MU7LU-Ia-1) area.
5666243 Analyzes the musical elements of
Fb: Severo Olaybar some lowland vocal music
Anabo selections
(MU7LU-I1-2)
Sings folksong from the lowlands
of Luzon
(MU7LU-Ia-h7)
11:30-1:00 LUNCHBREAK
1:00-2:00 ICF Recognize the different types of Please refer to LAS (Learning Activity Have the parent hand in
Subject Teacher computer. Sheet) the output to the
Randy C. Voces Activity 1, pages 1-3 assigned person in a
09300171790/ fb: Activity 2, pages 5-6 particular designated
Randy Voces Activity 3, pages 12-13 area.
Activity 4 & 5 pages 16-17
2:00-3:00 TLE Explain basic concepts in Beauty Please refer to Module 1 Have the parent hand in
Subject Teacher Care (Nail Care) Services. Basic concept in Beauty care ( nail the output to the
Beauty Care) assigned person in a
Care(Emerald) Module 1: Pages: 8-25 particular designated
Catherine Y. Cookery (Exploratory Course) area.
Hobayan Use and Maintain Kitchen Tools Please refer to Module 1,
09555866148 / Fb: and Equipment Pages 1-3,12-16
Ate Cathy (TVE_HEC7/8UT-Ib-2)
Cookery (Amethyst)
Ma. Genia B. Please refer to Module 1,
Balanon Module 1: Identifying Pages 1-6,9-15
0928232011/fb:Ma. Materials and Tools for a Task
Genia Balanon (TLE_IACP7/8UT-0a-1)
Carpentry
(Diamond)
Joel plana
0906840298/fb:
joel plana
3:00 – 5:00 Family Time!
Friday 9:30-11:30 Self Assessment task Portfolio Preparation e.g. Reflective Journal and other learning task for Inclusive Education.
11:30-1:00 LUNCHBREAK
1:00-3:00 Self Assessment task Portfolio Preparation e.g. Reflective Journal and other learning task for Inclusive Education.
3:00 onwards Family bonding
LEARNING RESOURCES
LESSON 1 : LEARNING RESOURCES MAPS FOR DISTANCE LEARNING
ACTIVITY 1:
The DEPED Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 include
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:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
ANSWER:
The resources should we have based on our adopted LDM are printed Self-Learning Modules (SLM),
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete
or not available? What are your options to substitute these missing LRs?
ANSWER:
Most of the resources are available. In some situations, if the LRs are not complete, textbooks,
learning materials, teacher made videos and modules may supplement the required LRs that is localized
and aligned with the MELCs, as well leveled with the learner’s capabilities.
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:
To maximize the use of the two Deped learning resources, the presence and assistance of IT
teachers/personnel who are knowledgeable, experts, and skilled to navigate this LRs that will support us
to have and easy access to the portal.
4. Based on your evaluation of the materials, are they appropriate to the level and characteristic 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:
Yes, it is important to make yourself familiar with the contents and format of the materials.
There are some learners who might be disadvantaged by the materials based on level of learning
independence. Adapt a resource materials from the LRs that is suitable for your learners, those who are
not meeting expectations shall be provided with remediation while those who may accomplish the tasks
as contained in the LRs shall be given enrichment activities.
ACTIVITY 2
What support can you provide to your colleagues and what support can you get from them in
terms of LRs? Take note of the insights that you can gather from your colleagues.
ANSWER:
By providing additional learning resources materials that may be used and shared to my
colleagues, ensuring that these learning resources are aligned with the MELCs. Teachers shall make
certain that the resources learning materials being used ensure contextualization and integration of
learning content which is relevant and useful to all learners.
3. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
Answer:
It is an online repository of learning that requiring a stable internet connection is a
challenge, particularly for learners who don’t have digital devices and internet at home,
but was resolved by making actions to avert the situation.
Reflection Questions:
1. Was the material able to meet all the requirements?
Yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
None
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
This help us determine the criteria we need to check while looking at our printed SLMs.
LDM2
MODULE 3B
ACTIVITY 1.
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? Write your answer and other insights in your Study Notebook.
I need to develop and give more focus on the Domain number one, the content knowledge
and Pedagogy. As my self-assessment where I got only the agree level so there's a room for my
improvement. Also, I want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the guardians/parents of my
students to deliver the quality supervisory among them as well as with my co mentors in schools.
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. How do you
envision your teaching practice in the next few months as you use the LDM adopted by your School? What is
your goal in terms of your teaching practices in the modalities? What motivates you to achieve this goal?
What do you think will help you attain this goal?
Getting abreast in the related Quality instruction amidst the Participating in the webinars
information and application of pandemic. In the absence of and LAC sessions addressing
the modality implemented by F2F, the need to guarantee this issue.
the school. effective implementation of
LDM.
Activity 1
1. Accomplish the Individual Development Plan Template by referring your output in Lesson
1 Activity 3 of this module.
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources Needed
Needs
Learning Intervention
Objectives of
the PD
Program
Focusing Produce quality Producing Attending seminars Whole year School funds
teaching and output, learners quality output about curriculum round
learning ready and fully and learners panning, lesson
equipped ready planning and
teaching strategies
Focusing Can make the best Making lesson Attend orientation Whole year School funds
teaching and lessons for the new plan align about MELCs, LAC round
learning normal class with the session discussing
MELCS by MELC based lesson
DepEd plans.
Support Provide the quality Applying the Attending seminar INSET, LAC School funds,
curriculum modules for my assessment about learning session personal
management students in the tool in resources, LRMDS
and Modular Distance choosing and DEpEd
implementati learning this new learning commons.
on normal resources for
the modules
Activity 2
1. 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.
Making Lesson plan align with the MELCs by MELCs, unpacking and combining.
Deped.
Applying the assessment tool in choosing Learning Resources, using of LRMDS and DepEd
learning resources for the modules. commons