MY STUDY

NOTEBOOK
 LDM2 Module 1
Lesson 1 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 learning Delivery Modalities Course 2 (LDM2) for teachers is a task-oriented course
that combines guided study using self learning modules and co learning and
collaboration through the Learning Action Cell (LAC). The modules are designed for self
study, without a trainer or instructor to assist the learner participant. Lessons are self
contained and include readings or video tutorials, activities, quizzes, and reflection
points.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?

Learners and teachers are entering an unexpected time of distance learning due to the
CoVid19 Pandemic. This LDM2 Course will prepare teachers with knowledge, skills, and
mindsets that would be necessary for the new school year in ensuring the delivery of
quality instruction in the new normal. Lessons on how to adapt to teaching through
alternative delivery modes were included to effectively reach and teach our learners.

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 course are the
following:

a. The course itself, for at the end of this, I will be able to know the different learning
delivery modalities and platforms. It will also enable me to plan for the implementation
of the school adopted LDMs, prepare learning materials and resources needed for the
LDM and be confident enough in executing lessons in the new LDM.
b. The collaboration with my co – teachers and coaches for at various points in the
modules, we will need to convene for a LAC Session to discuss a particular lesson and/or
to collaborate on specific tasks.
Lesson 1 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?
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?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

The content of the One thing that might Things that motivates The primary beneficiary
course greatly prevent me from me to participate in in accomplishing the
influenced my participating fully in this learning course are requirements of this
participation and be this course is “FOCUS”, 1. To learn new school are the learners
actively engaged in it. since I am working things by making teachers
Since I am easily from home and that especially able to use these
distracted, the course most workdays are relevant to learning delivery
should be interactive. flooded with numerous teaching, modalities effectively
My participation is forms of digital, verbal 2. To come up and teachers too shall
higher if I find the and written with creative focus on the
course helpful to my communication, ideas to instructional
progress and notification pile up, improve implications of LDM.
interesting at the same meetings and webinars myself, and
time. run back to back that 3. To collaborate
often leaves me with other
distracted and teachers.
unfocused.
Lesson 2 Activity 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35s. 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:

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

2___o nurture successful teachers

3___To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes

4___To foster a professional collaborative spirit among School Heads, teachers, and the community as a
whole

LAC participation is effective in engaging a group of teachers in collaborating and solving shared
challenges. LAC session encourage critical reflection amongst teachers which increases the
understanding and knowledge of the curriculum and classroom practices and it is a teacher’s continuous
learning and development. At the end of each LAC Session, the learners are the end benefactors of all its
efforts for their learning and development

In line with the DepEd Order #35s.2016, this advocacy of DepEd implies that every teacher
should be properly guided and equipped with the know-how of the teaching and learning processes
through revisiting or reviewing some areas or concerned in performing the duties and responsibilities of
an effective and efficient teachers. Successful teaching is a result of the systematic use of appropriate
strategies for delivering and assessing the learning objectives targeted for lesson.

Therefore, teachers should apply appropriate teaching strategies that best suit specific objective
and level exit outcomes to facilitate the process of knowledge transmission. In the traditional epoch,
many teaching practitioners widely applied teacher-centered to impart knowledge to learner’s
comparative to student-centered. By there, teachers play a significant role in the intellectual
development of the pupils using various assessment and teaching strategies to improve student’s
performance in schools’ subject . The position of teachers show the invaluable importance to effective
teaching and learning. It is therefore certain that pupils would not benefit much for learning where
teachers are not competent.

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

1. Scheduling
a. Falls on a busy schedule
b. Overlap with teacher’s other activities
c. Sometimes NO prior notice on the timing of LAC
d. Time exceeded beyond time allotment
e. Time constraints
f. Coincide with the submission of reports
g. Missed the session due to busy schedule
2. Communication- Barrier (during these times of pandemic)
a. Unavailability and unstable internet access to remote areas
b. Lack of knowledge in using online platforms for online conferencing
c. Stressful environment
 3. LAC Activities
a. Topics are not universal, other teachers can’t apply topics
b. Common and familiar content

Less preparation for the materials and resources

LESSON 2 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.
 LDM2 Module 2
Lesson 1 Activity 1
Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious challenges on
the delivery of quality basic education. As a teacher, what do you think are the 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: As the DepEd continue to confront the issues brought about by the pandemic which posed
serious challenges on the delivery of quality basic education come up with the Learning Continuity Plan
(LCP) which will be in effect by the time School Year 2020-2021 opens of Oct 5, 2020.

As teachers, we must consider the fundamental concerns in terms of curriculum standards in order to
ensure learning continuity. To ensure that our learners and teachers are given the time and be properly
equipped to adjust to this new learning environment, it was decided that the opening of classes shall be
delayed. There is also the need to modify certain policies and practices necessary in adapting to the
“new normal” while still remaining true to the framework of Sulong Edukalidad and Education features

The choice and contextualization of the learning delivery modality of schools will depend on the
local COVID-19 situation as well as access to certain learning platforms. Considering local public health
conditions in adjusting our LCP shall be the primary concern of everybody. Preventive measures will be
put in place to secure the health and well-being of our personnel and our learners under the new
normal.

These concerns cannot be solved by teachers alone. The DepEd, its personnel, and teachers together
with other stakeholders should work hand in hand for the success of its endeavors.

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?

The Philippines has implemented the k-12, and one of the reasons for adding extra years in the basic
education curriculum is to decongest it, aside from the need to follow the global trends and not get left
behind. So much is taught in a single year that the students cannot take in all the learnings.

Yes, I agree on this observation somehow. Though I understand that skill sharpening and activities take
the most time rather than lectures in today’s K to 12 curriculum, it still adds to the congestion of the
curriculum.

We’re squeezing too much to our learners that they could no longer take in in too much input. They
need space to breathe, reflect, and ponder on what we have been teaching them.
There is a need to remember that students are also teenagers who must grow in all aspects of their
lives. They need more time during daylight to find more about themselves. These activities cannot only
be done in school alone.

Lesson 1 Activity 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going
through the document, provide a brief and concise response to the following guide questions. Write
your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?

The Most Essential Learning Competencies (MELC) is part of the Department of Education’s
response to develop resilient education systems, especially during emergencies and will enable
DepEd to focus instruction on the “Most essential and Indispensable competencies.

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

Curriculum review is meant to ensure quality, relevant, and liberating education. The review is
focused on articulation within and across learning areas and grade levels, which led to the
identification of gaps, issues, experience, and outcomes were identified and consequent
solutions were recommended.

Results of the Review from the workshop series provided an overview of the articulation of the
learning competencies in each learning area. Specifically, 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; and
 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?

Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to building 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?
In determining the criteria for the selection of the most essential learning competencies, the
Department in consultation with stakeholders , during which the descriptor – ENDURANCE – was
 considered the primary determining factor. A learning competency is considered enduring if it
remains with learners long after a test or unit of study is completed or if it is useful beyond a
single test or unit of study. Examples of such learning competencies include research skills,
reading comprehension, writing, map reading, and hypothesis testing, which are essential in
many professions and in everyday life (Reeves, 2002; Many & Horrell, 2014). The Department
then identified the MELCs through the application of these understandings.

Necessary in the above process is the decision whether a learning competency is to be retained,
merged, dropped, or rephrased. As a general rule, a learning competency is retained if it
satisfies the endurance criterion which greatly contributes to life-long learning and is a pre-
requisite skill to the next grade level.

On the other hand, two or more learning competencies are merged or clustered if they have the
same objective or learning intention; and thus, can be combined into one comprehensive
learning competency. In addition, a significant number of learning competencies is
removed/dropped due to the following reasons:
 they are too specific (and the articulation is similar to that of a learning objective)
 they are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level
 they are recurring
 they are subsumed in another learning competency.

Finally, a learning competency is rephrased to be more concise.

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

In the delivery of quality instruction, MELCs is advantageous for students to learn the concepts
and skills in the MELCs through meaningful activities and scenarios relatable to them and within
the context of the students own environment. The MELCs are implementable as long as the
designed activities also teach the procedures and processes on how and when to apply those
knowledge and skills in a given context. With these, Filipino learners are guaranteed relevant
and quality basic education despite the current health crisis.
Lesson 1 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
Competencies
Merged/Clustered Analyze literature as a means
of discovering the self
Retained Express permission,
obligation, and prohibition.
Dropped Use appropriate punctuation
marks and capitalization to
convey meaning
MELCs
Analyze literature as a
means of understanding
unchanging values in the
VUCA (volatile, uncertain,
complex, ambiguous)
world
Express permission,
obligation, and prohibition
using modals

Lesson 2 Activity 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions
in your Study Notebook:

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

The importance of unpacking and combining the Most Essential Learning Competencies
(MELCS) is to systematize learning activities and effectively address the varying needs of
learners and challenges instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking MELCs into learning objectives, you need to consider the following:
 Alignment on the Content and Performance Standards – The MELCS are not a departure
from the standards-based design, which is one of the main features of the K to 12
Curriculum. In fact, there are no MELCS without the content and performance
standards.
 Prerequisite knowledge and skills – It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such. Lower cognitive demand maybe considered
 first in creating learning objectives. This ensures that prerequisite knowledge and skills
that would enable the achievement of MELCs, and eventually the content and
performance standards, are addressed.
 Logical sequence of learning objectives – Since the intention of unpacking the MELCs is
to provide systematic learning experiences for learners, it is incumbent that the
unpacked learning objectives follow a logical sequence.
In combining MELCs, field implementers should take note of the following criteria:

o Commonality of content, topic, or theme – MELCs to be combined should show

commonality and relatedness in content, topic, or theme. This ensures that
essential content will not be watered down.
o Alignment with the Content and Performance Standards – just like in the
unpacking of MELCs, combining two or more should aid In the achievement of
the content and performance standards.

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

There is no need to unpack or combined all the MELCS for the following reasons:

 The MELCs could likewise be combined to observe efficiency in the development of

learning resources, which include but are not limited to SLMs, textbooks, teacher’s
guides, activity sheets, and television and radio scripts.
 Since MELCs in each learning area all interrelated and anchored on the content and
performance standards, combining at least two MELCs will allow teachers to effectively
design instructional resources without veering away from the standards prescribed by
the curriculum.
 To reiterate, MELCs are not a departure from the standard-based design of the
curriculum.

Lesson 2 Activity 2
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.