Ldm, 1 5

LESSON 1
COURSE OUTLINE
Activity 1
1. What is the main delivery of this course?
The main delivery modality of this course is independent study through self-learning
modules made available through downloaded electronic copies and printed copies.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal?”
This LDM course helps ensure that I will be able to deliver quality instruction in
the new normal through better understanding of the what’s, how’s, and whys of
learning continuity platforms to make learning effective to happen in the new normal
school setting wherein blended learning modalities are significant concerns to this
current time.
3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms that will help me with my learning in this LDM course
are (1) self-learning modules and (2) collaboration through the Learning Action Cells
(LACs).
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?
My professional attitude towards answering the LDM modules will affect
positively my participation in this course. Though I have other essential school
related works aside from answering these modules, still I am optimistic that gradually
I can finish all of these on time.
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 can ensure that I will be able to sustain my strengths and address the
obstacles that will hinder me from completing this course through effective time
management, efficient collaboration among the members of LAC members of group
2, and constant communication t our LAC Coachtogether with the Division LAC team.
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 are 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 session as listed in DO 35, s. 2016. Rank the
following objectives from easiest to the most difficult to achieve:
__1__ To improve the teaching-learning process to improve learning among students
__4__ To nurture successful teachers
__2__ To enable teachers to support each other to continuously improve their content and
the pedagogical knowledge, practice, skills, and attitudes
__3__ To foster a professional collaborative spirit among school heads, teachers, and the
community as a whole
2. What are the top three challenges to having a successful LAC? List down and elaborate.
In my own opinion, the three challenges that ensure successful LAC are the following:
1. LAC Scheduling of Meeting
The selection of date and time is significant indicators to ensure successful LAC
session. This means that the date and time is favorable to all the LAC team members.
All should be present so that everyone should be able to share their own
understanding, interventions to be adopted, and productively generate solutions to
issues that concern the school, the learners, and among themselves. In this manner,
LAC session will become successful and productive.
2. Setting Up of Resources
Before the LAC session be scheduled before hand, the LAC leader should ensure
that all resources (human and material) are ready. Because if not, success will not be
possible if both human and material resources are not complete nor ready.
3. Prioritization of Topics or Agenda
Prioritization of LAC topic to be tackled is an essential indicator of success
because if done so, problems will be addressed immediately. Careful selection of LAC
topic should surface the present problems of the school, of the learners, or among
the teachers themselves.
Activity 2
According to DP 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 be 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 LAC through a network of LAC Leaders.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions.
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?
Answer:
One of the major concerns that needs to be addressed is the proper dissemination
of content knowledge to the students. Although the DepEd made a solution to this by
formulating MELC’s, there are still some issues need to be resolved like the medium of
instruction. DepEd shows different alternative delivery modes but to me, this would not
work without the 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 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:
I don’t think the curriculum is the problem. It is the implementation. The
curriculum had undergone different researches before was being implemented. Maybe
the reason is that, the curriculum is slightly ideal
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.
1. What are the general and specific purposes of the development of MELCs?
Answer:

The general purpose of the MELC’s is to ensure quality, relevant and
liberating education by reviewing the competencies in K to 12 Curriculum.
Before the pandemic, there is already reviews done in the competencies and
there are plans to compress learning competencies. The specific purpose is
to map the essential and desirable learning competencies and to identify.
2. How does curriculum review aid in the identification of essential learning
competencies?
Answer:
The review covered the following:
● Mapping of the essential and desirable learning competencies within the
curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies
● 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?
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, 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:
It started in identification of essential and desirable learning competencies.
Then, essential learning competencies to most essential learning competencies.
As a 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, learning competencies are
removed/dropped due to the following reasons:
● These are too specific (and the articulation is similar to that of a learning
objective).
● These are deemed appropriate to be introduced in an earlier quarter or grade
level or moved to a later quarter or grade level.
● These are recurring.
● These are subsumed in another learning competency.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
The creation of most essential learning competencies is a very long and
comprehensive process. It undergone different processes to ensure that learners
will be educated properly.

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 and compare the two
documents to determine which learning competencies were retained, dropped, or merged.
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson.
Discuss any questions about the MELCs that need clarification as well. Share your
thoughts and let your co-teachers articulate their insights regarding your questions. Jot
down all the insights shared in the discussion, including your own.
Insights:
 MELC’s are a long-term response to the call of SDG4. It is already been planned even before
the COVID-19 pandemic.
 There is a big difference between online learning and digital modular distance learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compresses
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs.
After reading the document, provide a brief and concise response to the following guide
questions:
K to 12 Learning
Competencies
MELCs
Merged/Clustered
Distinguish how spore-bearing and
cone-bearing plant reproduce.
Discuss the interaction among
living things and non-living things
in tropical rain forest, coral reefs
and mangrove swamps.
Discuss the interaction among
living-things and non-living things
in tropical rainforest, coral reefs
and mangrove swaps.
Retained
Describe theappearance and uses
uniform and-uniform mixture..
Describe the appearance and uses
uniform and non-uniform mixture.
Dropped
Tell the benefits of separating
mixtures from products in
community.
N/A

1. What is the importance of unpacking and combining the MELCs?
Answer:
In order to systematize learning activities and effectively address
the varying needs of learners and the challenges of instructional deliveries.
It is also essential to prevent redundancy that are visible to repetition of the
lesson which does not show spiral progression.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answer:
Prerequisite knowledge and skills must be taken consideration. It is worth
noting that the identified MELCScater to higher order cognitive demands. As such,
lower cognitive demands may be considered first in creating learning objectives.
This ensures that prerequisite knowledge and skills that would enable the
achievements of MELCS and eventually the content and performance standards
are address.
Logical sequence of learning objectives – since the intention of unpacking the
MELCS is to provide systematic learning experiences for learners. It is incumbent
that the unpacked learning objectives follow a logical sequence.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
Yes, in order for the department to focus and prioritize those that
are essentials and can be used in the learner’s daily lives.
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.
Attach presentation:

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.
REFLECTION
Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd
Outcome
Having completed this module the participants will be able to
 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to determine which
learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives
This module consist of
 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning Objectives
 LAC Session
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. When you are done, check
Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Answers:
1. A. Face-to-face (F2F) learning - refers to a learning delivery modality where the teacher and
learner/s are physically in one venue.
B. Distance learning - refers to a learning delivery modality where a learner is given
materials or access to resources and he/she undertakes self-directed study at home or in another
venue. Learners engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible either online, stored on CD/DVD/USB
Flash drive, or in printed form, or by viewing TV lessons or listening to
radio-based instruction while being geographically distant from the teacher.
C. Blendedlearning - refers to a learning delivery modality using a combination of the features
of F2F learning and distance learning. It can be
(1) F2F and modular distance learning;
(2) F2F and online distance learning;
(3) F2F and TV-based instruction/Radio-based instruction;
(4) F2F and any combination of the other types of distance learning.

Distance
Learning
Modality
Distinguishing
Feature
Essential
Resources
Role of Teacher
Role of
Parent or
Household
Member
Role of
School
Modular
Distance
Learning
(MDL)
A printed
materials/
modules
adapted to the
condition of the
program use
and provide
quality
education that
response to the
call for
education who
prefer traditional
way of teaching
of learning
Self-Learning
Modules
Learning Activity
Sheets (LAS)
Textbooks
Pack modules and
Learning Activity
Sheets to be
distribute to
parents.
Help deliver
modules.
Provide Weekly
Home Learning
Plan
Attend to learner’s
queries on tough
topics thru text or
phone calls.
Gather modules.
Check modules
Guide and
assist their
children
education
at home.
Return
modules to
assigned
person.
Contact
teachers if
needed
Provide
modules
for
learners.
Online
Distance
Learning
(ODL)
Involve in-
person
interaction
between teacher
and learners in
which the main
elements
include
separation of
teachers and
students during
instruction and
use of various
technologies to
facilitate student
teacher and
student –
student
communications.
Learning Activity
Sheets (LAS(
Textbooks
Power point
Presentation made
by teachers
Teachers
improvised video
lesson/presentation
Provide Weekly
Home Learning
Plan
Provide power point
presentation.
Provide self- made
video
lesson/presentation.
Check learners
output thru e-
learning.
Attend to parents
and learners
queries on hard
topics thru phone
calls, text or
messages.
Check learne
Guide,
assist,
monitor
and help
their
children on
their online
class.
Contact
teachers if
needed
Monitor
teachers
and
learners
inter
action
via
online
learning.
TV-Based
Instruction
(TVBI)
Concise,
detailed and
precise
presentation of
the T-learning .
Smart TV
Television with
cable connection
Textbooks
Learning Activity
Sheets (LAS)
Provide Weekly
Home Learning
Plan
Provide Learning
Activity Sheets
(LAS)
Attend to parents
and learners
queries on hard
topics thru phone
calls, text or
Guide,
assist,
monitor
and help
their
children.
Provide
learning
videos
and
activities
thru TV-
Based
learning.

D. Home schooling refers to an alternative learning delivery mode (ADM) that provides learners
with access to formal education while staying in an out-of-school environment, with parents,
guardians, or tutors as authorized facilitators instead of classroom teachers.
2. Question: Which of the LDMs do not have a face-to-face learning component?
Answer:
Distance learning
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
messages.
Check learners
output.
Radio-Based
Instruction
(RBI)
A form of distant
learning that
able to expand
access to
education by
bringing it to
where the
learners are and
enable them to
acquire
equivalency in
basic education
through
broadcast of
lessons.
Radio
Textbooks
Learning Activity
Sheets (LAS)
Provide Weekly
Home Learning
Plan
Provide Learning
Activity Sheets
(LAS
Attend to
parents/learner’s
queries on tough
topics thru text or
phone calls.
Check learners
output
Guide,
assist,
monitor
and help
their
children.
Contact
teachers if
needed
Provide
learning
activities
thru
audio
Blended
Distance
Learning
Increased
student
engagement in
learning.
Enhanced
teacher and
student
interaction.
Responsibility of
learning.
Improved
student learning
outcomes.
Self-Learning
Modules
Learning Activity
Sheets (LAS)
Power point
Presentation made
by teachers
Teachers
improvised video
lesson/presentation
Textbooks
Self-Learning
Modules
Learning Activity
Sheets (LAS)
Power point
Presentation made
by teachers
Teachers
improvised video
lesson/presentation
Textbooks
Guide,
assist,
monitor
and help
their
children.
Contact
teachers if
needed.
Provide
modules
for
learners
Monitor
teachers
and
learners
inter
action
via
online
learning

goal is to come to a shared understanding with your peers on the different DL modalities
and their defining features and requirements.
DISTANCE LEARNING MATRIX
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.
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level
of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each.
Ranking
(1to 5,fromeasiest to
hardest to implement)
Type of DL
Why?
1 MDL
Does not require more resources, can
be implemented to almost all learners even to
the poorest of the poor.
2 RVBI
Radio broadcast is the next accessible device
to larger percentage of learners
3 TVBI
TV is available to most of the households but not all.
4 BL
Combination of all may require more
mixed resources.
5 ODL
This DL is the hardest to implement due to
digital divide. A large percentage of the country
does not have access to fast and not
intermittent connection.
ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)
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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention
Learners without parents or household member who can
guide and support their learning at home
RVBI, TVBI-The teacher encourage the
pupil to be more patient to study of course
with the teacher’s concern by giving follow
ups to their lesson and it can be done via
text, chats or voice calls to the pupils.
Beginning readers (K to 3)
MDL-They can be facilitated by their
parents/household partner and can be done
via SLM( Self Learning Modules) and
LAS(Learning Activity Sheets) WHLP
(Weekly Home Learning Plan).
Follow up by the teacher via voice
call/internet.
Struggling readers (Grades 4-12)
MDL, TVBI, RVBI-Provide them reading
materials to read and to be monitored using
the ORV (Oral Reading Verification) to be
done via internet based resource.
No access to devices and Internet
MDL- The teacher will send them material/s
such as SLM (Self Learning Modules), LAS
(Self Learning Activity Sheets) and WHLP
(Weekly Home Learning Plan) to be
delivered by assigned parent leader/
barangay officials.
Inaccessible (living in remote and/or unsafe areas)
MDL- The teacher will create projects and
assignments that help students the critically
and at the same time they learned about it.
-ask for the help of barangay officers for
delivery of the printed materials.
Indigenous Peoples
MDL- The teacher will give learning
materials based on their culture knowledge
system and practices of the learners in their
community.
-learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue
Based.
Persons with Disabilities
TVBI, RVBI, MDL-Provide them SLM (Self
Learning Modules) LAS (Learning Activity
Sheets) WHLP (Weekly Home Learning
Plan)
Textbooks and can be facilitated by
parents/guardians. And can be monitored
via voice calls texts or internet resources.
LESSON 2:
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go
through the document, write down your answers to the following questions:
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning “the content of instruction,
selecting teaching materials, designing the learning activities and grouping methods, and
deciding on the pacing and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons
are fundamental to ensuring the delivery of quality teaching and learning in schools.
In order for the design to be effective, teachers need to consider the learners’ characteristics
and be responsive to the needs of the learners.
2. Why is lesson designing important?
Answer:
Lesson designing helps ensure that:
a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
Answer:
a. Clearly articulated lesson objectives
b. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
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.

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate
column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for
new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or
processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
Check learner’s prior knowledge about the new lesson Compare your answers to Lesson
2, Activity 2 Answer Key.
ACTIVITY 3
Before the Lesson Lesson Proper After the Lesson
2. Clarify concepts from
previous lesson
3. Present warm-up
activities to establish
interest in new lesson
4. Check learner’s prior
knowledge about the
new lesson
5. Present connection
between old and new
lesson and establish
purpose for new lesson
6. State lesson objectives
as guide for learners
1. Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize
2. Help learners
understand and master
new information
3. Provide learners with
feedback
4. Check for learners’
understanding
2. Emphasize key
information and
concepts discussed
3. Ask learners to recall
key activities and
concepts discussed
4. Reinforce what teacher
has taught
5. Assess whether lesson
has been mastered
6. Transfer ideas and
concepts to new
situations

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.
Highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
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.
Compare your answer to Lesson 2, Activity 3 Answer Key.
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 the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).
ACTIVITY 4
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.

Read the handout Designing Lessons in DL. 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
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?
Part of Lesson / Learning
Tasks
Check if already present in
the SLM
Additional Remarks: (ex. can
be done via voice calls, can be
facilitated byahousehold
partner,
can be done via a learning activity
sheet,can be presented via an
internet- based resource,can
be facilitated during a synchronous
learning session, etc.)
Before the Lesson
2. Clarify conceptsfrompreviouslesson
3. Present warm-up activities to establish
interest in newlesson
4. Check learner’s prior knowledge about the
new lesson
5. Present connection between old and new
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners
√
√
√
√
√
√
can be done via voice call or
video call
can be facilitated by a
household partner
Lesson Proper
1. Explain, model, demonstrate, and illustrate
the concepts, ideas, skills, or processes that
studentswilleventuallyinternalize
2. Help learners understand and master new
information
3. Provide learnerswith feedback
4. Check for learners’ understanding
√
√
√
√
Can be done via learning
activity sheets
activity sheets
video call
After the Lesson
2. Emphasize key information and concepts
discussed
3. Ask learners to recall key activities and
concepts discussed
4. Reinforce whatteacher hastaught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to
new situations
√
√
√
√
√
√
video call
activity sheets
can be done facilitated during
synchronous and
asynchronous learning session

Answer:
Accessible video presentations and other activity learning sheets that will suit
the accessibilites of the learners.
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:
Consultations thru voice or video call.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Answer:
Face to face (If allowed) or let the parents and learners write and attached
their feedback in each activity sheets.
Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.
Integrating Content Across Learning Areas/Team Teaching
• You can check the MELCs for topics that may be integrated into other learning
areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
• You can use content topics as themes, motivation, springboards, or initial topics
for lessons across subjects. You can also try merging selected learning area
performance tasks and assessments and create separate rubrics for scoring per
learning area. This can make it easier for you to check student work, and saves
time for you and the learners.
Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back with
your Coach and share them with your peers.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a
Venn diagram. Follow the example below.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
other similarities and differences between the two types of assessments.
ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy
Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you
are teaching? 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
Example: Short
quiz
I will send a three-item quiz via text message before the lesson. Based on the responses, I
will take note of the common misconceptions and clarify them tothe learnersduring our
onlinesession orviatextmessage.
1.Written Works
I will send a five-item quiz via text message before the lesson. Based on
the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
2.Performance
Task
At the end of the lesson, focussing on the topic and skill, I will give 1-2
activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru voice
or video call consultation.

3.Quaterly
Assessment
I will give it once at the end of the quarter face to face ( if allowed) and or
test item will be send via online messaging. , I will take note of the common
misconceptions and clarify them to the learners during our online session
or via text message.
4.Formative
Assessement
I will include it in the learning activity sheet to be given weekly along with
the modules. Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our online session
or via text message.
5.Portfolio
Making
I will instruct the class at the beginning of each quarter to gather evidences
and mov’s of what they do, submit and write for the whole quarter. It will be
checked and noted at the end of the quarter upon the retrieval of pupil’s
output thru parents.
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
Answer:
Written works and formative test are common among the group
because it can be included right away with the activity sheets.
2. What are the challenges in doing assessment in DL?
Answer:
The differences of the learners which will be visible to differentiated
learning and the learner’s access to mode of delivery.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer:
More LAC regarding assessment to attend so we will have more chances
and choices of the different assessment we can give.
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.
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.
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.
Column A Column B
1. These are the knowledge,
understanding, skills, and attitudes that
learners need to demonstrate in every
lesson and/or learning task.
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.
3. This refers to the prescribed subject
that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent based
on their context.
a. learning area
b. mode of delivery
c. learning competencies
d. learning task
Check your answers using Lesson 3, Activity 1 Answer Key.
ACTIVITY 2
Questions True False
1. Aportfolio mainly displays the academic achievements ofthe learner. √
2. Testimonies of parents/guardiansand learning facilitatorsregarding the
learner’s progress may be included in a portfolio. √
3. There is afixed list ofitems 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
theschedulethat theteachersset.
√
6. The learners may submit, store, and manage their portfolio via file
sharing programs orthey may submit theactual softcopies of their work
saved on a CD/DVD/USB flash drive.
√
7.Portfolios ofDL learners with outputs in hard copies orphysical forms
may be handed over to the teacher by the parents or learning
facilitators.
√
C
D
A
B

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162
which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning
tasks if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing
portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which
are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour
to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to
four hours (two in the morning and the other two in the afternoon) for Grades 9
and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning
and the other 2 hours in the afternoon)
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, fill out the table below to see how the ILMP
differs from the WHLP.
Weekly Home Learning Plan
(WHLP)
Individual Learning
Monitoring Plan (ILMP)
Purpose
A tool to guide learners and
learning facilitators or
household partners in tracking
the subject areas to be tackled
and activities to perform at
home
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
For Whom?
Learners and learning
facilitator or household partner
Teachers and learning
facilitator or household partner
Components
Learning area, learning
competencies, learning tasks,
mode of delivery
Learner’s needs, intervention
strategies, monitoring date,
learner’s status
Has to be communicated to
parents?
Yes Yes
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
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: Tanudra, Jhona Mae
Grade Level: Grade 8
Learning
Area
Learner’s
Needs
Intervention Strategies
Provided
Monitori
ng Date
Learner’s Status
Insigni
ficant
Progre
ss
Signifi
cant
Progre
ss
Mastery
MTB
Struggles
to read with
fluency and
comprehensi
on
a. seek help from a
capable immediate
family member to help
the learner in
answering the learning
modules
b. give sufficient time for
the learner to
accomplish the
learning modules
c. scheduled home
visitation of the teacher
to help the learner in
answering the
activities in the
learning modules.
d. make and provide
learning activities
suited to his pace of
learning
e. if possible, the teacher
provides direct
guidance and
supervision in the
completion of the
learner
October
12-30,
2020
/

Share the ILMP that you made for that specific learner during your next LAC Session.
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
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.
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.
Intervention
Status
Learner is not making significant progress in a timely manner. Intervention
strategies need to be revised.
Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
/
LDM2
Study Notebook

LESSON 1
LEARNING RESOURCE MAP 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?
Our school had opted the modular distance learning which needs the following
learning resource materials:

a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
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?
As of now, we do not have a complete LRMs for Distance LDM, however, our
school had already initiated creation of supplementary activity sheets for subjects which
are not yet available.
I had already led my co-teachers that in the absence of the learning materials in
their respective grade level, they may use the compiled learning activities, their Diagnostic,
and formative assessment in their DLLs.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
I will join electronically in the DepEd LR Portals. Upon approval of my request to
join, I will start to downloadLRMs that are essential to my teaching using the MDL modality.
I can gain support from the Division LRM of LUSDO.
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?
Yes, they are appropriate because these were developed by the Department of
Education which is the primary learning resource materials to be utilized by Grade 1
learners across the country in the new normal. These SLMs is K to 12 compliant, based
from the MELCs and passed the ADM Learning Resources Standards. However,
completeness of SLMs to be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify the learning
activities in the SLMs. Contextualizing and localizing the SLMs will be a great help to
address the learning styles and pacing of disadvantage learners.
ACTIVITY 2.
In your LAC Session, share and discuss your answers from the previous activity. What support
can you provide to your colleagues and what support can you get from them in terms of LRs? Take
note of the insights that you can gather from your colleagues and write them in your Study Notebook.
Support that I can provide to my colleagues:
1. Guide and help them download the SLMs using the DepEd LR Portals.
2. Assist them in conducting review and assessment of all the downloaded SLMs to address
the completeness and appropriateness of all the SLMs to be used this school year.
3. To address the disadvantage learners, maybe I can assist them in simplifying the activities
in the SLMs.
Support that I can get from them in terms of LRs:
1. Cooperation

2. Perseverance and diligence in the honest assessment of the LRs
3. Their feedbacks matter in addressing possible issues that may arise during the school year
in terms of the use and contents of the SLMs
LESSON 2
ASSESING LEARNING RESOURCES FROM DEPED
ACTIVITY 1.
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet,
follow the LR Portal User Guide to guide you in your registration process. Alternatively, seek assistance
from any of your colleagues or your IT personnel in your school, district, or division. You may also
coordinate with your LAC Leader and/or Coach. To understand the portal better, you may watch the
LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on
DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs
and those of your learners’? How do they complement the LRs that you already have?
The two Deped Portals are positively responding to the needs of our school and
learners because these portals provide learning resource materials that we need today.
These SLMs, activity sheets, interactive platforms are very essential to address the needs
of our teachers and learners. The access to these learning portals also provide authentic
learning platform because these were developed by the Department of Education which
are the primary learning resource materials to be utilized by learners across the country
in the new normal. This SLMs is K to 12 compliant, based from the MELCs and passed
the ADM Learning Resources Standards.
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How
will you overcome these challenges?
The challenges in accessing the LRs in the portals are the following.
a. poor internet connection that hinders the downloading and accessing the LRs in
the Deped portals
b. not all learners and teachers have internet connection to access the online digital
platforms especially the DepEd Commons.
d. not all learners have learning gadgets to access the DepEd Commons.
e. lack of fund to finance the massive reproduction of SLMs, the MOOE of the school
is not enough
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?

As teachers in our school, we can maximize the use of the LR portals through info-
drive and simulation on how to access and use the LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association
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.
LESSON 3
ASSESING THE LEARNING RESOURCES
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?
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?
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
RAPID ASSESSMENT OF LEARNING RESOURCES
SELF-LEARNING MODULE IN MTB 1
Is the LR Material... YES NO Cannot be
determined
1. Connected and relevant to the
MELCs?
√

2. Appropriate to the grade level
and learner characteristics in
terms of language, activities?
√
3. easy to reproduce and/or
disseminate?
√
4. from a credible
source/author?
√
5. culture- and gender-fair? √
6. free from red flags on
possible copyright and
plagiarism issues?
√
7. the layout and format easy to
read and pleasing to the
eyes?
√
Reflection Questions:
1. Was the material 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?
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
REFLECTIONS
SELF-LEARNING MODULE IN ENGLISH 8
The Self-Learning Module in MTB 1 that I downloaded was developed by the Department of
Education which is the primary learning resource materials to be utilized by Grade 1 learners across
the country in the new normal. This SLM in MTB 1 is K to 12 compliant, based from the MELCs and
passed the ADM Learning Resources Standards. This means that this SLM in MTB 1 was designed to
cater the needs of our learners on what they should essentially need to learn now that face-to-face
learning is not possible because of the health risks brought about by Covid 19.
As I go through the indicators and as I answered the Rapid Assessment of Learning Resources
that in this case, the SLM in MTB 1 was evaluated. I have two indicators that I think brought some minor
issues. First is “easy to reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs because this requires huge
budget allocation. Scarcity fund is a problem in order to reproduce these self-learning modules. Second
is “free from red flags on possible copyright and plagiarism issues.” The development of SLMs includes

the use of suited references; however SLMs writers might not be able to properly cite the references
they used. So, the issue of copyright infringement is a great challenge for the SLMs writers.
The procedure in selecting appropriate SLMs is fundamental in securing better learning
outcomes and teachers have big significant roles in the selection of appropriate learning resource
materials to be used in their teaching. Relatively, this process had helped me a lot.
As I go through this SLM review in MTB 1, I was enlightened that one of the essential roles of a
teacher is to look and study carefully the most appropriate learning resource materials he will be using.
It is his responsibility to scrutinize carefully the learning resource materials he will be using because if
he does, there will be significant learning outcomes for our children despite this global health pandemic.
ACIVITY 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 differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified
2. Based on the results of the Assessment Tool, what improvements do the materials —both from
DepEd and Non-DepEd portals — still need?
a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the LRs found in
the Deped portals and Non-DepEd portals
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
The simulation of how to use the Rapid Assessment tool for LRs had greatly helped
me choose the right and appropriate learning materials which I will be using for my grade 5
learners this school year.
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?
Based from our final outputs, the following are noted compared to the LRs we can
access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult learning tasks
for learners
3. What improvements do you still need to make in your developed material?
The Activity Sheets needs the following improvements;
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by real experts in the
fields
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. Ensure
that you keep a copy for yourself.
LDM2
Study
Notebook
Module 4

LESSON 1:
REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.
ITEMS
STRONG
LY
AGREE
AGREE
DISAGRE
E
STRONG
LY
DISAGRE
E
I can use the modality with ease. /

I can confidently use the platforms
in the modalities.
/
I can use pedagogies associated
with the modalities and platforms.
/
I can very well manage my
learners/class in the modality that
my school has adopted.
/
I can very well engage with parents
and community partners in assisting
learners.
/
ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity 1. What particular professional standards in
the PPST do you need to focus on to effectively use the LDMs in relation to the content and pedagogy
of the learning area/s you are teaching? Write your answer and other insights in your Study Notebook.
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
Domain
Professional standards in
the PPST do I need to
focus on to effectively use
the LDMs in relation to the
content and pedagogy of
the learning area/s I will
be teaching
Insights
Domain 1
Content Knowledge &
Pedagogy
Modelling a comprehensive
selection of effective
teaching strategies that
promote learner
achievement in literacy and
numeracy.
Since learning modality
has drastically changed
this school year due to
global health pandemic,
careful selection of
effective teaching
strategies that promote
learner achievement in
literacy and numeracy
should be addressed
properly.
Domain 2
Learning Environment
Applying comprehensive
knowledge of and acting as
a resource person for,
policies, guidelines and
procedures that relate to the
implementation of safe and
secure learning
environments for learners.
We need to address a
safer and more secure
learning environment
especially now that Covid-
19 is still infecting people.
Health protocols should be
observed always.
Domain 4
Curriculum and
Planning
Modelling exemplary
practice and leading
colleagues in enhancing
current practices in the
planning and management
of developmentally
Careful planning of the
lessons should take place.
Teachers should consider
the fact that learning
modality is different now
compared before.

sequenced teaching and
learning processes.
Domain 5
Assessment &
Reporting
Leading initiatives in the
evaluation of assessment
policies and guidelines that
relate to the design,
selection, organization and
use of effective diagnostic,
formative, and summative
assessment consistent with
curriculum requirements.
Teachers should adopt
appropriate assessment
method to ensure that
learning among children is
effective though modular
distance learning is the
learning modality most of
us will be using under the
new normal school setting.
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?
What will push you
to achieve this goal?
What will help you attain
this goal?
1. Make effective learning
to happen in the new
normal using teaching
strategies that fit modular
distance learning by
attending/joining webinars
that help us make our
lessons effective to
deliver.
The challenges in teaching
under the new normal.
Attending webinars.
Partnership with
stakeholders.
Training para-teachers as
facilitators of learning.
LESSON 2:
2. Maximize the lacking
resources in providing student
assistance.
The empathy to students and
the hope for the betterment of
our future
Support from their parents and
stakeholders.
3. Fair assessment to students
output based on diverse state
of life
Knowing the reality of our
current situation.
Student’s cooperation in
submitting their output
4. Better collaboration to the
whole community.
DepEd’s aim to provide
continuous learning amidst
pandemic.
Enhanced teamwork of all the
actors of learning; teachers,
parents, students and
stakeholders.

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 DepEdproviders 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
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
Strengths Developme
ntal Needs
Action Plan
(Recommended
Developmental Intervention) Timeline Resource
s Needed
Learning
Objectives of
the PD
Program
Intervention
To
participate
in collegial
discussions
that use
teacher
and learner
feedback to
enrich
teaching
practice.
To manage
learner
behavior
constructivel
y by applying
positive and
non-violent
discipline to
ensure
learning-
focused
environment.
Apply more
positive and
effective
strategies to
develop and
manage
behavior of the
learners
constructively in
every task and
activities.
Strategic
learning
mode
Year-
round
Learning
and
Developm
ent Team
Supervisor
/School
Head/Mas
ter
Teachers/
Co-
workers
Local
Funds
Teamwork
*Service
orientation
*Innovation
Result focus
particularly
on achieving
results with
optimal use
of time and
resources
most of the
time.
Arrange
schedules for
each task that
needs to be
accomplished
as urgent, high
priority and
priority.
Time table Year -
round
Supervisor
/School
Head/Mas
ter
Teachers/
Co-
workers
PROFESSIONAL DEVELOPMENT OBJECTIVES
RELATED TO THE MODALITIES
SPECIFIC TOPICS
To manage learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
Apply more positive and effective
strategies to develop and manage
behavior of the learners constructively
in every task and activities.
Result focus particularly on achieving results with
optimal use of time and resources most of the
Arrange schedules for each task that
needs to be accomplished as urgent,

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: THE TEACHING PORTFOLIO AND ITS
CONTENTS
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.
time. high priority and priority.

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.
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
Answer:
My portfolio helps me in tracking the progress of my teaching pratie in our
hool LM in such a
way that it will serve as my guide rearing the different LDM that takes place
during pandemic season.
2. What evidence from the previous modules will help capture the progress of
your teaching practice?
Answer:
Some evidences from the previous modules help me to capture the progress
of my teaching practice such as doing WHLP,LAS, SLM targeting some
interventions that some of the learners should have.
3. Why is writing down your reflections an integral part of your Portfolio?
Answer:
- In every work or task given it must have a reflection within. Making of it is an integral part
because it serves as a compilation of our knowledge and understanding towards the topic. It
also measures our affectively being our consciousness and even our judgement in a certain
topic.
- In every work or task given, one must have a reflection. It is an integral part because in the
reflection we can pour out our ideas, analysis, comments/suggestions about the particular
task which can be a road to change or improvement.
ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form.
List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson
Delivery
August to
November
At least 2 recorded lessons (online
learning)
Or
Researching and Incorporating
Teaching Strategies in the
Modalities
August to
November
Lesson Plans (at least 2 per month)
Participation in recognized PDs
that are aligned with their
Professional Goals anchored
on Philippine Professional
Standards for Teachers
(PPST)
August to
November
Certification of Participation with PD
credit units
Organizing the Professional
Portfolio
December Professional Portfolio
Submission of Portfolio to
Coach/es
December Certificate of Submission
Co-Learning with Peers and
Coach/es
At least once a
month starting
September 2020
Video Recording
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.
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.
ANSWERS

In
order
to be
successful in making the portfolio I must consider first the Demonstration progress of the LDM
Implementation which 30% in the rubrics. Ensuring the quality of my reflections in every topic
or lesson that I tackled. Lastly, my output will be based on the professional standard given by
deped.
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.
Congratulations! You have completed the LDM 2 Course. Good
luck on your LDM implementation, Teacher!
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson
Delivery
August to
November
At least 2 recorded lessons (online
learning)
OR
Researching and Incorporating
Teaching Strategies in the
Modalities
August to
November
Lesson Plans (at least 2 per month)
Participation in recognized PDs
that are aligned with their
Professional Goals anchored
on Philippine Professional
Standards for Teachers
(PPST)
August to
November
Certification of Participation with PD
credit units
Organizing the Professional
Portfolio
December Professional Portfolio
Submission of Portfolio to
Coach/es
December Certificate of Submission
Co-Learning with Peers and
Coach/es
At least once a
month starting
September 2020
Video Recording / PICTURES

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