Republic of the Philippines

Department of Education
REGION X-NORTHERN MINDANAO
DIVISION OF MALAYBALAY CITY
MALAYBALAY CITY NATIONAL HIGH SCHOOL
SAN JOSE, MALAYBALAY CITY

FOR TEACHERS

GRACE AMOR C. OLIPENDO, LPT

Secondary School Teacher I

MAITELLE B. ISRAEL, LPT

School Head
MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1.

Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

➢ The main delivery of this course is the Basic Education Learning
Continuity Plan (LCP) to put into motion the marching orders of the
Secretary: ensure that learning continues while guaranteeing the
health, safety, and well-being of all learners, teachers, and other
DepEd employees.

2. How can this course help ensure that you will be able to deliver quality instruction
in the “new normal”?
➢ This course will help us to deliver the quality of education to our learners in
the “New Normal” situation by adopting different alternative modes of
delivering learning such as Distance Learning, Blended Learning and
Homeschooling.

3. What are the two support mechanisms that will help you with your learning in
this course?
➢ The two support mechanisms that I will used to learn more about
this course are the LDM 1 and LDM2. The first stream (LDM 1) is
focused on the implementation and management of the
alternative learning delivery system at all levels of the education
system, and intended for school and division leaders. LDM2, is
intended for the teachers and focused on the instructional
implications of using these alternative LDMs. And you can also
adapt the coping and creative mechanism.

ACTIVITY 2.

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

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

participation in this course?
I think the personal characteristics and circumstances affect in participating this
course is my eagerness to finish task on time and my ability to work in a group
collaboratively will positively affect my participation in this course.

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will
hinder me from completing this course?
➢ I’ll complete this course confidently by giving time and effort to
accomplished the given task. As a teacher, there is no hindrances or
 obstacles that can hamper you to achieve the success in completing the
course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I accomplish the
repeatedly do that me from to participate in this requirements of this course?
may effect my participating fully in course?) Describe this environment.)
participation in the this course?)
course in a positive
or negative way?)
I think are no I think some urgent The new learnings At my comfort zone which is
hindrances that I reports that need that I absorb in this my room. My room has well
can participate in to accomplished course. ventilated, well lighted and
the course positive work environment

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.

Ma’am Marivic Tumalon and I discuss our outputs and shared with
each other our views and reflections in Activities 1 and 2. We learn a lot
from that collaborative discussion that we had.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1.

Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No.
35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education Program
School- Based Continuing Professional Development Strategy for the Improvement
of Teaching and Learning.”

Once you’re done, answer the following questions. Write your responses and any
other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
_ To improve the teaching-learning process to improve learning among students
_ To nurture successful teachers
_ To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
_ To foster a professional collaborative spirit among School Heads, teachers,
and the community as a whole

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 foster a professional collaborative spirit among School Heads,
teachers, and the community as a whole
4. To nurture successful teachers

2. What are the top three challenges to having a successful LAC? List down and
elaborate.
1. Verify if the expected learning outcomes are reached, identify
disadvantaged groups, diagnose gaps and strengths.
2. Instruments used are usually complex, in order to be able to measure a set
of skills and abilities.
3. Distance and lack of communication between technical bodies that
administer assessments and decision makers.

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.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.
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.
 MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

1. The closure of schools around the world due to the global pandemic posed serious challenges
on the delivery of quality basic education. As a teacher, what do you think are the fundamental
concerns in terms of curriculum standards that need to be addressed in order to ensure learning
continuity? Cite a specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?
➢ In my own perspective about this situation, the fundamental concerns in terms of
curriculum standards that need be addressed to ensure learning continuity are the learning
competencies which students really need to equip them with skills necessary to subsequent
grade levels and consequently to lifelong learning and how these learning competencies should
be taught to them. I think these concerns cannot be solved by the teachers alone they the need
the assistance from the head of schools, division offices and DepEd.

2. Even prior to the spread of covid-19 that eventually led to the closure of schools nationwide,
the congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is
perceived to be one of the hindering factors on the poor performance of Filipino learners. Do you
agree with this observation? Why or why not?
➢ Yes, I agree with this observation. Within my years of teaching in public school, I have
observed that there are a lot competencies in the K-12 Curriculum Guide to be taught to
learners. This is because some learning competencies are simply recurring.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?
➢ The Most Essential Learning Competencies (MELCs) are designed to ensure education
continuity (curriculum dimension) while serving as a guide for teachers to address the
instructional needs of the learners and ensuring that the curriculum standard are maintained
and achieved. Meanwhile, it is also intended to assists schools in navigating the limited
number of school days as they employ multiple delivery schemes by providing them ample
instructional space.

2. How does curriculum review aid in the identification of essential learning competencies?
➢ Mapping the essential and desirable learning competencies within the curriculum,
➢ Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies,
➢ Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning
competencies?
➢ The essential learning competencies deals with the students’ needs, it is considered
indispensable, in the teaching- learning process to build the skills to equip learners for the
subsequent grade level and consequently, for lifelong learning. On the other hand, the
desirable learning competencies are those that 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?
➢ It is aligned with national standards or frameworks, such as, for example, “holistic Filipino
learners with 21st century skills.”
➢ They connect the content to higher concepts across content areas.
➢ They are applicable to real- life situations
➢ They are important for students to acquire, even if a student drops out from school.
➢ They cannot be expected to be ordinarily learned by students if not taught in school.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
➢ The importance of MELCS in ensuring the delivery of quality education is that it
accommodates the varying context of the learners, teachers, learning environment, and support
structures considering both the content and performance standards needed for adequate
instructions and learning..

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
EN7G-II-a-I
EN7G-II-a-I
EN7G-II-b-I
EN7G-II-c-I
MERGED/CLUSTERED The intention of all the
EN7G-II-d-I
following learning codes is to
EN7G-II-e-I
Use phrases, clauses, and lead learners to use phrases,
EN7G-II-f-I
sentences appropriately and clauses, and sentences
EN7G-II-g-I
meaningfully appropriately and
EN7G-II-h-I
meaningfully
EN7G-II-i-I
EN7G-II-j-I

EN7WC-IV-a-2.2
RETAINED
This learning code is very
EN7WC-IV-a-2.2
important as it is both
Compose simple narrative text
observable and enduring. It
is also a foundation for
further lessons relative to it.

EN7WC- I-c- 4.2

The eliminated learning

DROPPED
code had already been
EN7WC- I-b- 4.2
introduced partly in the
Differentiate Literary Writing from EN7WC- I-c- 4.2
earlier grades/ quarters.
Academic Writing
Furthermore it will still be
encountered in the
succeeding lessons relative
to the Academic Writing.

ACTIVITY 4
 Question(s) about melcs that Insights shared by your co-
Your insights shared
need(s) clarification teacher(s)
MELCS:
EN7OL- III- h- 1.3.1
Raise sensible, challenging
thought provoking questions
in public forums and panel
➢ It is possible for students to
discussions, etc.
jot down their ideas on a
certain topic given,
➢ How will the students
although they will be no
ensure to participate with ➢ The expected varieties of
appearance on screen
their classmates in such materials are not
due to some certainties,
forums or panel available at their
but what matters is for
discussions if they do not respective homes.
them to express their
have the gadgets to be
insights on a certain issue
used (smartphones, ➢ Some students will be
and submit it (jot down
tablets, laptops, or having a hard time to
ideas) through pictures.
computers and stable accomplish this
internet connections.) competency because of
➢ The students may get ideas
lack of sources and
through extensive readings
➢ How will the students internet connectivity.
(books, newspapers,
gather sensible questions
articles. etc) and watch
to deliver in such
documentaries.
activities?

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

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

➢ The importance of Unpacking and combining the MELCs is in order to systematize learning
activities and effectively address the varying needs of the learners and the challenges of
instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? explain each.
➢ Alignment on the content and performance standards
➢ Prerequisite knowledge and skills
➢ Logical sequence of learning objectives

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

➢ Teachers, as the deliverer of instructions are highly encouraged to unpack the curriculum
standards into learning objectives through the MELCS.

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.

Chosen MELCs Suggestions and Insights

➢ In the delivery of this lesson, the
teacher has to provide students with
the different types of paragraphs in
order for them to differentiate one
from the other.
MELCS:
➢ The lesson is lengthy/ complex, it is
EN8WC-IIa-2.8
better to deliver to students one at a
Composed Effective Paragraphs
time, first the definition of a paragraph
and the elements, and at least one or
LEARNING OBJECTIVES:
two examples of paragraphs in a
a. Define Paragraph;
single discussion, supported with some
b. Discuss the different elements in
engaging activities to ensure that
writing a Paragraph; and
students will absorb the necessary
c. Construct a sensible paragraph
information required of them. Finally,
anchored in the current situations.
the teachers may ask the students to
select what type of paragraph would
they like to write and the teacher may
give them topics to choose or have
their own choice.

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.
Combining of Most Essential Learning Competencies

MELCS COMBINED

EN8WC-IIa-2.8 Compare the features of an Effective

Compose Effective Paragraphs Paragraph Writing and an Academic
Writing and show their significance in
EN7WC-I-c-4.2 delivering sensible ideas through its
Distinguish features of Academic Writing elements and formats.

ACTIVITY 3

Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your
outputs.
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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.

Now, answer this question: Which of the LDMs do not have an F2F learning component?

Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live interaction
between a learner and an instructor. It is considered as the traditional way of instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials or
access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
• Modular distance learning and online distance learning
• Modular distance learning and TV-based instructions
• Online distance learning and TV-based instructions
• Online distance learning, TV-based instructions and modular distance learning
D. Home Schooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and
Home Schooling.

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.
 DISTANCE LEARNING MATRIX
Distanc Distinguishin Essential Role of Teacher Role of Role of School
e g Feature Resources Parent or
Learnin Household
g Member
Modalit
y
Modula Individualiz SLMs, as well as Monitors the learner Learning Plans, prepare,
r ed textbooks/lear progress and setting facilitators monitors the
Distanc instruction ners’ materials a feedback who provide performance of pupil
e where (LMs), copies mechanism to help learners with
Learnin learners use of video learners meet the instructional Collaborates to
g (MDL) self-learning lessons in a MELCs while seeing support as barangay officials
modules flash drive or the connection of needed
(SLMs) in CD one lesson to the next Accepts donations
print or to reinforce the from stakeholders
digital coherence of the
format curriculum.

Online Teacher Give assignments and Learning Provide orientation for

Distanc facilitates SLMs for learning tasks facilitator learners and parents
e learning Alternative that on navigating these
Learnin and Delivery Modes Facilitates learning supervise online platforms
g (ODL) engages (ADM), and engages learners and monitor
learners' textbooks, active participation the screen Organize professional
active primer lessons, using technologies time of the development activities
participatio activity sheets, learners to enhance teachers
n using teacher-made understanding of and
various videos and skills in the use of LMS
technologie supplementary
s materials, and Determine the
connected open appropriateness of
to the educational certain learning
internet resources management systems
while they (OERs). SLMs in the delivery of
are and primer instruction
geographic lessons
ally remote converted into
from each different digital
other forms such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems
TV- Use of TV – based Enhancement of Serves as a Provide the learners,
Based television lessons understanding of key guide during as well as their
Instructi programs concepts and viewing time parents/guardians/le
on on channels clarifications on arning facilitators the
(TVBI) or stations possible areas of broadcast schedule
dedicated confusion in the lesson of lessons
that was viewed to
to providing
shall be done during
learning
home visits by subject
content to area
learners as teacher/learning
a form of facilitator wherever
distance possible or through
education. phone calls, SMS,
among others.

Radio- Use of radio Radio based- Enhancement of Guidance provide the learners, as
Based programs lessons understanding of key from well as their
Instructi on channels concepts and parents/lear parents/guardians/lear
on (RBI) or stations clarifications on ning ning facilitators the
dedicated possible areas of facilitators broadcast schedule of
to providing confusion in the lesson during lessons
that was listened to listening time
learning
shall be done during
content to
home visits by subject
learners as area
a form of teacher/learning
distance facilitator wherever
education. possible or through
phone calls, SMS,
among others.

Blende Any SLMs, as well as Provide the learners, Learning Ensure the quality of
d combinatio textbooks/lear as well as their facilitator education
Distanc n of the ners’ materials parents/guardians/le
e above DL (LMs), copies of arning facilitators the Provide supplementary
Learnin types. Thus: video lessons in broadcast schedule materials to those who
g a flash drive or of lessons have insignificant
• MDL and CD
ODL Plan a LAC strategies to
SLMs for enhance the learning
• MDL and Alternative progress of pupils
TVBI/RBI Delivery Modes
• ODL and (ADM),
TVBI/RBI textbooks,
• ODL, primer lessons,
TVBI/RBI activity sheets,
and MDL teacher-made
videos and
supplementary
materials, and
open
educational
resources
(OERs). SLMs
and primer
 lessons
converted into
different digital
forms such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems

TV and radio
based-lesson

ACTIVITY 3
RANK THE DL TYPES—MDL, ODL, TVBI, RBI, AND BL—FROM EASIEST TO MOST DIFFICULT TO
IMPLEMENT. GIVE THE REASONS FOR YOUR RANKING OF EACH.
RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.

ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or BHW assigned

Learners without parents or household
in their area.
member who can
guide and support their learning at
Asked the help of some concerned neighbor or
home
relatives.
 Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Provide reading materials and parents should facilitate
and ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
other private institutions
Coordinate with the Barangay Officials/ Civic
Volunteer/ BHWs

Indigenous Peoples Prepare localized/indigenized materials

Access to SPED Learning Materials to address their
Persons with Disabilities
needs.
N/A
Others? Specify:

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is defined as the process of determining what learning
opportunities students in school will have by planning the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding on the
pacing and allocation of instructional time.

2. Why is lesson designing important?

Lesson designing is important because it 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?

The three elements or components of a well-designed lesson are:
➢ a. Aims and objectives
➢ b. Teaching and learning activities
➢ c. Assessment to check pupil’s understanding of the topic

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, 1. Wrap up activities

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

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

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered.
The teacher can make comments about the outcome of the lesson and other things that has
been observed during the instructions of the lesson.
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 one): ODL ✓ MDL TV/RBI BL Grade

Level and Learning Area: English VI
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: 1. Differentiate real from make believe
2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated
Check if by a household partner,
already can be done via a learning
Part of Lesson / Learning Tasks
present in the activity sheet, can be
SLM presented via an internet
based resource, can
be facilitated during a
synchronous learning session, etc.)

Before the Lesson

1. Review previous lesson X

X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish ✓ can be facilitated

interest in new lesson by a household partner

4. Check learner’s prior knowledge about the can be done via a learning
✓
new lesson activity sheet

5. Present connection between old and new can be facilitated during a

✓ synchronous learning session
lesson and establish purpose for new lesson

can be done via a learning

6. State lesson objectives as guide for learners ✓ activity sheet

Lesson Proper
 ✓ can be done via a learning
1. Explain, model, demonstrate, and illustrate activity sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning
✓
activity sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning
4. Check for learners’ understanding ✓ activity sheet

After the Lesson

✓ can be done via a learning

1. Wrap up activities
activity sheet
2. Emphasize key information and concepts can be done via a learning
discussed ✓
activity sheet

3. Ask learners to recall key activities and can be done via a learning
concepts discussed ✓ activity sheet

4. Reinforce what teacher has taught can be done via a learning

✓ activity sheet
5. Assess whether lesson has been mastered can be done via a learning
✓
activity sheet

6. Transfer ideas and concepts to new can be done via a learning

✓ activity sheet
situations

ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the slm you examined, what materials or resources can you create
or curate to supplement the SLM?
➢ The teacher can provide other assessment forms like quizzes or test.
➢ The teacher may provide supplementary resources like video presentations to sustain what has
been discussed.
➢ Ask the students to make a relevance of the things they have learned, reiterate the values and
the importance of the lesson in their lives/ daily situations.

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

• To the learner, I will guide the students by providing them more examples of the concepts
in the SLM for them to understand the lesson better
• To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

2. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about
the students progress while taking the tasks/ activities and set more examples using technologies
and other reliable references.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and summative. Take
note of the similarities and differences between the two. Write your answers in a Venn diagram in
your Study Notebook.

Formative Assessment learners may be Summative Assessment

assessment FOR learning:
to make corrections in the lesson
may be incorporated in all parts of
the lesson: before the lesson, the
lesson proper, and after the lesson
results must be recorded to study
the patterns of learning
demonstrated by the students but
should NOT be used as the basis
for grading.
assessed individually
or collaboratively assessment OF learning:
to measure if the student met the
should encourage - self performance and content standards
reflection and
personal execute after the lesson/end of a
accountability among quarter
students about their
own learning results enable teachers to describe
how well the students learned the
may be a written standards/competencies for a
work or a
performance given quarter, which are then
task reflected in the class record

After completing the Venn

diagram, look at Lesson 2, Activity 5 Answer Key to
see the other similarities and difference between the two types of assessments.

ACTIVITY 6

here 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 How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the output
1. Essay through the assistance of the teacher.

2. Demonstration / Practicum / The learners will send recorded performance through a given link. The teacher will
give feedback to the learners individually through text / messenger.
Performance Task
Teachers can use mechanism in Learning Management Systems to increase
3. Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission of
the test in case the students do not have an access online.
Provide supplementary assessment materials to the learners aside from the
module which will be picked up in the designated drop box placed in barangay
4. Weekly Test / Assessment hall and other accessible places.
Students can submit short but weekly papers to assess whether or not the students
are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the learners to
5. Reflection ponder. Provide and discuss the rubrics to be used for the activity.

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?

➢ Essay
➢ Demonstration / Practicum / Performance Task
➢ Quarterly Test
➢ Weekly Test / Assessment
➢ Reflection
2. What are the challenges in doing assessment in DL?
➢ Insufficient data connections
➢ Time schedule
➢ Limited resources
➢ No full support from the barangay officials
➢ Lack of gadgets
➢ Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
➢ Division of labor
➢ Accepts donations
➢ Seek assistance from the superiors
➢ Provide enough time in constructing summative assessment
➢ Give feedback form
➢ Create group chat with the parents for open communication
➢ Provide simplified modules

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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

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 Column B
c__1.These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate

d_2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to enhance their
understanding of the content.

_a__3.This refers to the prescribed subject that learners take. c. learning competencies

_b__4.This refers to the method of submission of learning outputs d. learning task

preferred by the learner/parent based on their context.
 ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 9
WEEK 1, QUARTER 1, October 5-9, 2020
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

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

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

Monday

9:30 - ORIENTATION/MEETING/CONSULTATION
11:30

1:00 - 3:00

Tuesday

9:30 - ENGLISH EXPRESS PERMISSION, ENGLISH PERSONAL

11:30 OBLIGATION AND PROHIBITION MODULE 1, SUBMISSION BY
USING MODAL VERBS. LESSON 1 THE PARENT TO
QUARTER I, THE TEACHER IN
WEEK 1 SCHOOL

1:00 - 3:00 EDUKASYON SA NATATANGGAP ANG MGA ESP MODULE 1, PERSONAL

PAGPAPAKATAO PAGBABAGONG NAGAGANAP LESSON 1 AND SUBMISSION BY
SA SARILI NA MAY PAGTATAYA LESSON 2 THE PARENT TO
SA MGA KILOS TUNGO SA QUARTER I, THE TEACHER IN
MAAYOS NA PAGTUPAD NG WEEK 1 SCHOOL
KANYANG MGA TUNGKULIN
BILANG
NAGDADALAGA/NAGBIBINATA.

Wednesday

9:30 - TLE: BEAUTY EXPLAIN BASIC CONCEPTS IN BEAUTY CARE PERSONAL

11:30 CARE BEAUTY CARE (NAIL CARE) MODULE 1, SUBMISSION BY
SERVICES LESSON 1 THE PARENT TO
QUARTER I, THE TEACHER IN
WEEK 1 SCHOOL

1:00 - 3:00 MAPEH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC PERSONAL
COMPONENT CHARACTERISTICS OF MODULE 1, SUBMISSION BY
PER WEEK) REPRESENTATIVE MUSIC LESSON 1 THE PARENT TO
SELECTIONS FROM THE QUARTER I, THE TEACHER IN
LOWLANDS OF LUZON AFTER WEEK 1 SCHOOL
LISTENING

Thursday

9:30 - MATHEMATICS ILLUSTRATE WELL-DEFINED SETS, MATHEMATICS PERSONAL

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

11:30 SUBSETS, UNIVERSAL SETS, NULL MODULE 1, SUBMISSION BY

SETS, CARDINALITY OF SETS, LESSON 1 AND THE PARENT TO
UNION AND INTERSECTION OF LESSON 2 THE TEACHER IN
SETS, AND THE DIFFERENCE OF QUARTER I, SCHOOL
TWO SETS. WEEK 1

1:00 - 3:00 FILIPINO NAHIHINUHA ANG KAUGALIAN FILIPINO PERSONAL

AT KALAGAYANG PANLIPUNAN MODULE 1, SUBMISSION BY
NG LUGAR NA PINAGMULAN LESSON 1 THE PARENT TO
NG KUWENTONG BAYAN BATAY QUARTER I, THE TEACHER IN
SA MGA PANGYAYARI AT WEEK 1 SCHOOL
USAPAN NG MGA TAUHAN.

Friday

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

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

4:00 Family Time

onwards

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

INDIVIDUAL LEARNING
PLAN
MONITORING PLAN (ILMP)
(WHLP)
A tool to guide learners and
A tool for monitoring
learning facilitators of
learners who lag behind
household partners in
PURPOSE based on the result of their
tracking the subject areas to
formative and summative
be tackled and activities to
assessment
perform at home
Learners and learning Teachers and learning
FOR WHOM? facilitator or household facilitator or household
partner partner
Learning areas, learning Learner’s need, intervention
COMPONENTS competencies, learning task, strategies, monitoring date,
mode of delivery learners status
HAS TO BE COMMUNICATED
Yes Yes
TO PARENTS?
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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: Juan H. Dela Cruz
GRADE LEVEL: 9- Sampaguita

INTERVENTI LEARNER’S STATUS

LEARNING LEARNER’S ON MONITORIN INSIGNIFICA SIGNIFICA
AREA NEEDS STRATEGIES G DATE MASTER
NT NT
PROVIDED Y
PROGRESS PROGRESS
The The teacher October 9, √
learner may 2020
needs provide
further more
explanati examples of
English on and dialogues
more which use
examples modals.
on the
different Explanation
uses of of the these
modal sentences
verbs. are also
provided.
Learner is not making significant progress in a timely manner. Intervention
strategies need to be revised.
INTERVENTI
ON STATUS Learner is making significant progress. Continue with the learning plan √
Learner has reached mastery of the competencies in learning plan.
 MODULE 3B: LEARNING RESOURCES
1. LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021

included 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?
➢ Based on the learning resources map, the Printed Modular Distance Learning and
Blended distance Learning are the adopted strategies and to be implemented at
public schools here in our Division Office. It is because that the resources in these
LDMs (modules) are readily available and accessible from Kinder up to Grades 12.

2. Do you have the complete resources for the Distance LDM needed in class?
➢ Aside from the modules coming from the central and our division office, our
schools do not have yet a complete resource for the distance learning delivery
modalities.
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?

➢ In order to fill-up the missing learning resources, we can use the two DepEd
portals: the LRMDS and Commons to search for the following LR and also, to
substitute the missing LR by collaborating to the teachers we will make/write a
module/worksheet by following the format given by our division

3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
➢ Because learning must be reinforced, using the learning portals is very important
to supplement the missing LRs. We need support to orient the teachers on how to
register on the portals. We also need a support in providing the school with a
better and stable internet connection. In order to achieve these: we can accept
donations form generous stake holders, from the LGU’s and officials.

4. Based on your evaluation of the materials, are they appropriate to the level
and characteristics of learners?
➢ Through the evaluation of the materials that was distributed by DepEd, we
found out that the level of difficulties of the materials were appropriate to the
student’s level of thinking. However, since mother tongue is a part of the
curriculum of the K-12 education, there is a need to translate and contextualized
the learning materials.
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?
➢ When it comes to learners reading ability and learners comprehension, it would
be a disadvantage for the learners because the LR from national has a lots of
reading to do.
 ➢ In order to reach the reading level of the pupils, we need to low down the
difficulties of the LR by giving easier and more examples of activities.

ACTIVITY 2.

In your LAC Session, share and discuss your answers from the previous activity. What support
can you provide to your colleagues and what support can you get from them in terms of
LRs? Take note of the insights that you can gather from your colleagues and write them in
your Study Notebook.
➢ Organize a LAC session in Learning delivery modalities.
➢ Collaborate to teachers and help them in the register in the Two DepEd Portals
➢ Have a division of work in making/writing modules/worksheets.
➢ Brainstorming about LDM
➢ Technical Assistance
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.
➢ Register and create and account in LRMDS

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
➢ Register and create and account in DepEd Commons

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’?
➢ Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
➢ Teachers can use it as a supplementary materials in filling out the missing LR’s to
our LDM.

2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
➢ lack of gadgets
➢ unstable internet,
➢ financial burden to parents in paying data load for internet connection.
 ➢ Learners’/parents’ limited technical knowledge in operating the portals(DepEd
Common)
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
➢ Seek assistance to LGU’s, accept donations for internet connections, save and
give a copy of supplementary materials to parents.

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.

➢ Organize a LAC session in accessing LR portals.

➢ Collaborate to teachers and help them in the register in the Two DepEd Portals
➢ Technical Assistance in operating gadgets in and downloading LR’s from the portals.

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

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS
Portal and assess the material using the tool. Answer the following questions in your Study
Notebook:

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

➢ Yes, the material was able to meet all the requirements.

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?
➢ Based on the assessment there were no answers “No” or “Cannot Be
Determined”

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
➢ In my own perspective, there are no aspects of the that is not covered.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
➢ The use of Rapid Assessment Tool help us to assess learning resources’ validity
accurately.
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?
➢ The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
➢ There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
➢ In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

ACTIVITY 3.

Choose one of the LR materials that you have developed. Assess this material using the same
tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online
portals?
➢ The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones to be
used in the actual classes and these materials meet all the requirements based in the
assessment using the Rapid Assessment Tool.

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

➢ We can still contextualized the modules from Kinder to Grades 3 to suit their
mother tongue

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.

Insights:
 ➢ The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.

➢ There is no need no improve in the materials uploaded in the DepEd LR portal,

while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.

➢ In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

➢ The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones to be
used in the actual classes and these materials meet all the requirements based in the
assessment using the Rapid Assessment Tool.
➢ Finally, we can still contextualized the modules from Kinder to Grades 3 to suit
their mother tongue.

Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that 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

LESSON 1: DEVELOPMENT AND LAC PLANNING

ACTIVITY 1.

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

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.

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.

➢ Among the domains in PPST, I think need to focus on first domain which is Content
Knowledge and Pedagogy to strengthen the effectiveness and efficiency of my
teaching not just in the normal face-to-face LDM but in all the alternative learning
delivery modes to deliver quality education to learners even amid a pandemic.

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

What is your goal toward
improving your teaching practices
in the modalities?
➢ To allow the students master
the learning process and direct
their learning in their own
individual and flexible ways.
➢ To strengthen my
technological skills to cope up
with the variety of needs of the
learners in the new teaching-
learning set up.
➢ Involve parents in their child’s
education
What will push you to What will help you attain
achieve this goal? this goal?
➢ Education must ➢ Provide differentiated
continue and no instructions
student shall be left (modalities) which
behind incorporates authentic
learning.
➢ Teaching using 21st ➢ Attending relevant
century technology is webinars
a must and an ➢ Conduct LAC Session
advantage for every
educator
➢ Establish positive ➢ Create an online
relationship with the presence with the
parents parents where they
 can share views in
teaching their child.
➢ Constant
communication to
update their child’s
progress

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non- DepEd providers
whether online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in Lesson
1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Intervention)
Learning
Objectives
Developmental of the PD Resources
Strengths Needs Program Intervention Timeline Needed
Attend
Willingness and orientation
Make lesson
enthusiasm to teach about MELCs Whole
Making lessons plan aligned School
in any LDM to deliver ,LAC session year
for relevant to with MELCs by funds
quality education to discussing round
the new normal Deped
learners MELC based
lesson plan
Enhance skills in
using various Attending
Ability to work Needs assistance Whole
and necessary webinars, LAC School
collaboratively in on technology- year
technologies sessions about funds
groups related work round
used in different the use of ICT
LDMs
 PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES

RELATED TO THE MODALITIES SPECIFIC TOPICS
Applying assessment tool in choosing learning Learning Resources, using of LRMDS and DepEd
resources for the modules Commons
Writeshop on the Development Of Different
Enhancing skills in developing learning resources Learning Resources

ACTIVITY 2
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.
➢ Our LAC group shared insights and personal experiences about how they view
Professional Development. We also discussed the importance of continuing personal
development of teachers not just for promotion and salary increase but mot importantly,
for the welfare of our learners. Through continuing professional development, we can
offer better instruction and best practices to instantly address the needs of our learners.

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
➢ After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator and English Department Head, Ma’am Beatriz D.
Quito. Moreover, I uploaded my personal copy in Google Drive for easy access and safe
storage and kept a printed hard copy.
MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

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.

➢ After going over the list found in LDM2 Guide for Expected Outputs, each members will
start working out to prepare, complete and submit required outputs in given link and
print these files for hard copies.

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?
➢ MY Portfolio will help me in tracking the progress of my teaching practice in our
school’s LDM by leading me to foresee and address some challenges in implementation
of the school’s LDM. It will also help in making plans, modes and strategies on teaching
practices on the implementation of the Deped Programs “No Learners shall be Left
Behind” on this pandemic situation.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
➢ In capturing the progress of my teaching practice the following served as
evidences:
➢ Rapid Assessment Tool on Validity of downloaded Learning Materials from
DepEd Portal and Non-DepEd Portals,
➢ Individual Development Plan,
➢ Professional Assessment Questionaires

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

➢ My reflections will serve as review of my own performance and room for further
improvement on the actual implementation of the modality.
ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to
capture the progress of your teaching practice? What other evidence can you think of that
is relevant to the LDM adopted by your School? Write down your answers and other insights
in your Study Notebook.

➢ It think the list of evidence is not yet enough because, more realizations and learnings will
come along the way on the actual implementation of the modality.

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.

List of Suggested Evidence in the Learning Modality

ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson September to At least 2 recorded
Delivery November teaching lessons
Google Classroom (1
teacher)
Researching and September to Weekly Home Learning
Incorporating Teaching November Plans (2 per month)
Strategies in the Modalities
Participation in DepEd’s September to Certificate of
recognized educational November Participation
resources trainings, INSETs
and LAC sessions
Organizing the Professional December Professional Portfolio
Portfolio
Submission of Portfolio to December Any proof of submission
coach/es from the coach/es
Technical Assistance At least twice Video Recording
starting
September 2020
 Other Types of Evidence relevant to your Modalities
ACTIVITIES TIMELINE OUTPUT/S
Conducting LAC Session At least 1 LAC Session Write-ups
on teaching strategies in
Modalities
Writing Intervention Remedial Reading Reading Materials
Materials for Insignificant Materials
Learners
Conduct Innovative At least 1 Write-ups
Workplan

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.
➢ It is important to complete all required outputs. Likewise, active participation in
brainstorming and sharing insights in all sessions is very important to elicit and gather
ideas from all the members of the group to attain quality of the outputs. It is also
important to indicate attainable plan of activities.

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.
➢ The following were gathered insights in making out of Portfolio
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated
areas in distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before
submission of final outputs.
5. Seeking assistance from the leader and coach for the proper organization of
Portfolios.
 EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR TEACHERS
CRITERIA EXCELLENT VERY SATISFACTOR MARGINAL (2) UNSATISFACTO
(5) SATISFACTORY Y (3) RY (1)
(4)
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly adequately reflect to reflect to not
OF PROGRESS and captured a big extent a limited show the
OF adequately the progress the extent the progress of
THE LDM captured the of the progress of progress of the LDM
IMPLEMENTATI progress of implementatio the LDM the LDM implementatio
ON the n of implementati implementati n
(30%) implementatio the LDM on on
n of
the LDM,
showing
innovations
that
contribute to
its
smooth
implementatio
n
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in
experience in experience in experience experience in the
the the and the implementatio
LDM LDM relates them implementati n of
implementatio implementatio to the on of the LDM with
n, n, professional the LDM with no
shows in- shows some standards limited attempt to
depth analysis analysis, and attempt to relate it
and synthesis, and relates it personal relate it to the
and to the development to the professional
excellently professional goals professional standards and
relates it standards and standards personal
to the to professional and personal development
professional and development goals
standards and personal goals
to development
professional goals
and
personal
development
goals

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly clearly clearly clearly not
OF demonstrate 5 demonstrate 4 demonstrate demonstrate demonstrate
PROFESSIONAL or indicators of 3 the 2 any
STANDARDS more relevant indicators of indicators of indicator in the
(20%) indicators of strands in relevant relevant professional
relevant professional strands in strands in standards
strands in standards professional professional
professional standards standards
standards
LANGUAGE The ideas are The ideas are The ideas are The ideas are The ideas are
AND expressed in expressed in expressed expressed jumbled and
OVERALL clear, clear well but using very difficult
PRESENTATION coherent, and language with with basic words to understand;
OF appropriately- very incoherence and errors
in structure with
 THE OUTPUT worded minimal errors some areas incoherence in structure
(15%) language in and few in many and
with no errors structure errors in areas and writing
in and/or structure several conventions
structure writing and/or writing errors in are found
and/or conventions conventions structure almost
writing and/or writing everywhere in
conventions conventions the
output
ORGANIZATIO The portfolio is The portfolio is The portfolio is The portfolio The portfolio
N OF logically logically generally has 3-4 does
PORTFOLIO organized, is organized well- items not well not follow a
(5%) insightful, and organized placed logical
offers with 1-2 in the overall order
new items not well organization
perspective placed
and in the overall
insights organization
TIMELINESS (5%) The output/s The output/s The output/s The output/s The output/s
is/are is/are is/are is/are is/are
submitted submitted 1-2 submitted on submitted 1-3 submitted
more than days the day days more than
3 days ahead before the of the after the 3 days after
of the deadline deadline deadline the
deadline deadline

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!