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:

1. What is the main delivery of this course?

Answer:

The LDM2 course is a task-oriented course which combines the guided study using
self-learning modules and collaboration through learning Action Cell (LAC). It aims to
enhance reflective thinking of educational practice as well as to promote professional
collaboration among teachers.

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

Answer:

The LDM2 course helps ensure that I will be able to deliver quality instruction in the
new normal by preparing teachers with knowledge, skills and viewpoints that are
essential for facing the challenges in the opening of classes using the alternative
delivery modes of learning.

3. What are the two support mechanisms that will help you with your learning in this
course?

Answer:

The LDM2 course, per se serves as a support system in the sense that it will
enable me to plan out the implementation of the school adopted LDMs, preparing
learning resources and instructional materials.

The professional teamwork with my co-teachers is also a means of support system as

we need to convene for LAC sessions to discuss a particular educational concern and
to collaborate on the tasks needed to be done.
 ACTIVITY 2

Answer the following questions by copying and filling out the table.

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

negatively) my participation in this course?

Answer:
I am very eager to learn new things and this will affect me positively in
participating in this course since it will be easier for me since I am already interested
and willing to learn about the topic.
2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this a course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that (What will (What will push (Where will I
I repeatedly do prevent me me to accomplish the
that may affect from participate in requirements of this
my participating this course?) course? Describe
participation in fully in this this environment.)
the course in a course?)
positive or
negative way?)
I have a habit of Overlapping of The thought that I will accomplish the
checking my Activities I would gain requirements most
social media important probably at home or at
accounts. Yet, I Poor internet learning to help school which are
don’t think it can connection me grow conducive for learning
affect my professionally. and working.
Distractions
participation on
coming from the Also, I am surrounded
this course.
noise outside, I am eager to by co-teachers and
learn significant superiors, who are
Anxious every School reports things to always there to guide
time a report improve us in accomplishing
needs to Crafting of educational this course.
accomplish. Research practice.
I take down
notes from time
to time during
the discussion.

ACTIVITY 3

Look for a colleague with whom you would like to discuss your answers and reflections
with the questions in Activities 1 and 2.
Shared Ideas with Colleague:

Based on our discussion with a colleague, we need to have a positive attitude in order to
surpass the challenges as we go through this module. We cannot do it alone. So, we need the
help of each other to move forward and be productive during this course.
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.

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 (1-4, 1 being the easiest) to achieve:

Answer:
1. To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole.
2. To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
3. To improve the teaching-learning process to improve learning among students
4. To nurture successful teachers

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

Answer:
1. Communication-barrier due to unavailability or unstable internet
access.

2. Reports and paper works that may hinder primary task in school which is
teaching children remotely.

3. Efficiency and sustainability in facilitating and giving technical assistance to co-

teachers

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 informing 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.
Date: September 16, 2020
Time: 8: 00 AM
2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.
 LAC Leader: Bella L. Abalde
LAC Facilitator: Rappy R. Pejo

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.

See Figure 1 for Reference

Figure 1. LAC Composition and Coaching

LDM2 for Instructional
Arrangement for LDM2 Teachers
Coaches LDM2 for Teachers

LAC Instructional Coach LAC Leader LAC Members

BELLA L. ABALDE 1.RAFAELA E. MOSQUEDA

LUTHER D. CASTELO Master Teacher I 2.MARJORIE S. CATINDIG
Principal IV
3.JOVETH B. VILLANUEVA
LAC Leader
4.ROHANA PENUELA
RAPPY R. PEJO 5.LUZ D. EMORETCHA
Teacher II
6.LEAH L. LIDON
7. DELIA L. MANALIM
 ACTIVITY 3

List down the members of your LAC and their respective roles.

Name Roles

1. Bella L. Abalde LAC Leader

2. Rappy R. Pejo LAC Facilitator
3. Rafaela E. Mosqueda LAC Documenter
4. Marjorie S. Catindig Member
5. Joveth B. Villanueva Member
6. Rohana Penuela Member
7. Luz D. Emoretcha Member
8. Leah L. Lidon Member
9. Delia L. Manalim Member
10. Rafaela E. Mosqueda Member
11. Marjorie S. Catindig Member
12. Joveth B. Villanueva Member
13. Rohana Penuela Member

REFLECTION

People do not only learn by experience. We learn through continuous reflection

and experience. In the field of education, we cannot move forward unless we cannot learn
from the past. Insights, opinions and ideas are normal for every individual to possess it.
Without it, a persons maybe branded as nothing or valueless. When it comes to a
teachers without those things mention above, you can be compared to “A man without
direction is like a ship without destination.”

In module 1, it is about course orientation on Learning Delivery Modalities which

apply to knowledge of content within and across curriculum teaching areas. These course
ensure us to deliver quality instructions in the “new normal” when Blended education is
being implemented by the Department of Education. By gaining understanding of the Most
Essential Learning Competencies (MELC’s).

Provides the teacher to have a clearer vision, to carry his/her mission to teach
the learners not only taken form the book but from the heart of the teacher thru a different
approach and activities given and it is supported by the two mechanism namely; the
Learning Delivery Modalities thru Radio and TV broadcasting , modular approach, home
schooling, online teaching, and later on the face to face approach, if the covid vaccine will
be given to every individual, for the safety of everyone.

We know that education never stops at whatever the cost, cause it is one of the
basic needs of a person to uplift our Economy. Education helps us to upgrade and to
renounce poverty. So teachers are challenged to take part in ensuring that quality
education is delivered to our Filipino learners.
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:
The Department of Education, through DepEd Secretary Leonor M. Briones
relentlessly strive and thrive in dealing with the challenges and issues brought about by
COVID-19 pandemic which contributed to serious dilemma on the delivery of quality basic
education. In light of these efforts, DepEd was able to come up with the Learning Continuity
Plan (LCP), which will be in effect by the time School Year 2020-2021opens on October 5,
2020.

As a teacher, we must consider the fundamental concerns in terms in order to

ensure learning continuity. To ensure that our learners and teachers are given time and be
properly equipped to adjust to this new learning environment, 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
Futures.

The choice and contextualization of the learning delivery modality of schools shall be
strictly implemented and it 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 primarily concern of everybody. Preventive measures will be put in place to secure the
health and well-being of our personnel and our learners under this new normal.

These concerns cannot be solved by teachers alone. The Department of Education and its
personnel and teachers together with other stakeholders should work hand and hand for the
success of these 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?

Answer:

With the implementation of K to 12 in the Philippines, several issues arose including

the perennial issue of poor academic performance of Filipino school children, which is
according to experts is brought about by the congested curriculum.

As a teacher who has been hand-on in the process of educating our Filipino learners
I believe that K to 12 has its flaws and down sides and one of those is the very congested
curriculum. Aside from we are mirroring educational trends and curriculum from other
countries like Australia, I firmly stand that our focus in K-to 12 is NOT “Learner Centered” but
“Content Centered”.

Based on my observation in my 7 years f teaching experience I can compare our

present curriculum from the former curriculum implemented. 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
young learners that they could no longer take in too much input.
 Teachers feel the pressure of following strictly what was indicated in our Daily Lesson
Logs. The thought of keeping up with targeted competencies to be delivered, we are forced
to proceed to the next competency even if our pupils haven’t mastered the skills yet.
Teachers’ dilemma on K to 12 is the battle against student mastery versus the targeted
competencies in articulated in the DLL.

Our pupils need enough pacing to breathe, reflect, and ponder on what we have been
teaching them. Too much input is no good. There is a need to remember that these kids,
before they are students, are also teenagers who must grow in other aspects of their lives.
They need more time during daylight to play, explore, talk, and find more about themselves.
Our curriculum implementers must realize that. Authentic learning is more important than
DLL.

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 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?

Answer:

Curriculum review is truly needed to identify the essential learning competencies. Even
more it is relevant in identifying the curriculum’s effectiveness after it has been implemented and
reflect on what learners did and did not get out of it.
To revise curriculum, on the other hand, means to modify the curriculum using data from
the review. Review and revision are important because they enable teachers to consider the
ways curriculum interacts with actual students in a real school environment. Sophia decides to
help the committee develop a set of strategies for reviewing and revising curriculum.

The review is focused on articulation within and across learning areas and grade levels,
which led to the identification of gaps, issues, and concerns. Moreover, areas for improvement
that would enhance the learning engagement, 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 learning competencies in each learning area. Specifically, the review covered the following:
1. Mapping of the essential and desirable learning competencies within the curriculum;
2. Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies;
3. 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:

In lieu of the challenges brought by the pandemic, DepEd came up with the Most
Essential Learning Competencies to address the learning needs in this New Normal Time in
the field of education. The criteria for the selection of the MELCs, was conceptualized through
the Department’s collaboration with stakeholders from ACTRC, during which the descriptor -
ENDURANCE - was considered the primary determining factor.

A learning competency is considered enduring if it remains with learners long after a

test or unit of study is completed or if it is useful beyond a single test or unit of study. The
Department then identified the MELCs across all learning areas through the application of
these main concept.

Necessary in this process is the decision whether a learning competency is to be

retained, merged, dropped, or rephrased. As a general rule, a learning competency is
retained if it satisfies the endurance criterion which greatly contributes to life-long learning and
is a prerequisite skill to the next grade level. Two or more learning competencies are merged
or clustered if they have the same objective or learning intention and can therefore be
combined into one comprehensive learning competency.

However, learning competencies are 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?
Answer: The Most Essential Leaning Competency (MELC) 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.

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.

Grade 11 K to 12 Learning MELCs

Grade 12 Competencies

2.1 evaluate his/her own

Merged/ 2.1 discuss the relationship among thoughts, feelings, and
physiological, cognitive, psychological, behaviors EsP-
Clustered spiritual, and social development to PD11/12DWP-Ib-2.2
understand his/her thoughts, feelings,
and behaviors
EsP-PD11/12DWP-Ib-2.1
4
2.2 evaluate his/her own thoughts,
feelings, and behaviors EsP-
PD11/12DWP-Ib-2.2

3.1 Discuss developmental

3.1 classify various developmental tasks and challenges
tasks according to developmental being experienced during
stage EsP-PD11/12DS-Ic-3.1 adolescence
EsP-PD11/12DS-Ic-3.1

3.2 evaluate one’s development in Evaluate one’s development

 through the help of significant
people around him/her
comparison with persons of the same
( peers, parents, siblings,
age group EsP-PD11/12DS-Id-3.2
friends, teachers, community
leaders) EsP-PD11/12DS-Id-
3.2

.1 discuss that facing the challenges

during adolescence may able to clarify
and manage the demands of teen
4.2 Discuss understanding of
years EsP-PD11/12CA-Id-4.1
mental health and
psychological well - being to
4.2 express his/her feelings on the identify ways to cope with
expectations of the significant people stress during adolescence
around him/her (parents, siblings, EsP-PD11/12CA-Id-4.1
friends, teachers, community leaders)
EsP-PD11/12CA-Ie-4.2
4.3 make affirmations that help one
become more lovable and capable as
an adolescent EsP-PD11/12CA-Ie-4.3
5.1 discuss that understanding stress and
its sources during adolescence may
help in identifying ways to cope and have a
healthful life EsP-PD11/12CS-If-5.1 5.1 Identify causes and effects of
stress in one’s
5.2 identify sources of one’s stress and life EsP -PD11/12CS-If-5.2
illustrate the effect of stress on one’s
system EsP-PD11/12CS-If-5.2

Grade 11 K to 12 Learning
MELCs
Competencies
Grade 12
2.2 evaluate his/her own 1.1 explain that knowing oneself can
Retained thoughts, feelings, and make a person accept his/her
behaviors strengths and limitations
EsP-PD11/12DWP-Ib-2.2 and dealing with others better

2.3 show the connections 2.3 show the connections between

between thoughts, feelings, and thoughts, feelings, and behaviors in
behaviors in actual life situations actual life situations EsP-
EsP-PD11/12DWP-Ic- 2.3 PD11/12DWP-Ic- 2.3

5.3 demonstrate personal ways 5.2 Demonstrate personal ways to

of coping with stress for cope with stress and maintain mental
healthful living EsP- health
PD11/12CS-Ig-5.3 EsP-PD11/12CS-Ig-5.3

6.1 discuss that understanding 6.1 Discuss that understanding the

the left and right brain may help different parts of the brain,
in improving one’s learning processes and functions may help in
 improving thoughts, behavior and
EsP-PD11/12PM-Ig-6.1 feelings. EsP-PD11/12PM-Ig-6.1

6.2 explore two types of mind-

6.2 Explore ways on how to improve
mapping techniques, each
brain
suited to right brain- or left brain-
functions for personal development
dominant thinking styles EsP-
EsP-PD11/12PM-Ig-h-6.2
PD11/12PM-Ig-h-6.2

8.1 Explore one’s positive and

8.2 explore one’s positive and
negative emotions and how one
negative emotions and how one
expresses or hides them
expresses or hides them
EsP-PD11/12EI-Ij-8.2
EsP-PD11/12EI-Ij-8.2
8.3 demonstrate and create
8.2 demonstrate and create ways to
ways to manage various
manage various emotions
emotions
EsP-PD11/12EI-Ij-8.3
EsP-PD11/12EI-Ij-8.3

Grade 11 K to 12 Learning
Competencies MELCs
Grade 12

1.3 maintain a journal

7.1 interpret the concepts of

mental health and 7.2 Discuss that
psychological well-being in understanding the
everyday observations about intensity and
mental health problems during differentiation of
adolescence EsP- emotions may help in
PD11/12MHWB-Ih-7.1
Dropped 7.2 identify his/her own communicating emotional
vulnerabilitiesEsP- expressions
PD11/12MHWB-Ih-7.1
7.3 make a mind map on ways EsP-PD11/12EI-Ii-j-8.1
of achieving psychological
well-being EsP-
PD11/12MHWB-Ii-7.3
7.4 create a plan to stay
mentally healthy during
adolescence EsP-
PD11/12MHWB-Ii-7.4
QUARTER 2
CONTENT STANDARDS DECISION Most Essential Learning
(CURRICULUM GUIDE, 2016) Competencies (MELCs)

QUARTER 2 - WEEK 1
9.1 discuss an understanding of teen-
age relationships, including the
acceptable and unacceptable
expressions of attractions
EsP-PD11/12PR-IIa-9.1
9.2 express his/her ways of showing
attraction, love, and commitment Retained attraction, love, and commitment
EsP-PD11/12PR-IIa-9.2
QUARTER 2 - WEEK 2
9.3 Identify ways to become
responsible in a relationship
EsP-PD11/12PR-IIb-9.3
10.1 distinguish the various roles of
different individuals in society and
how they can influence people
through their leadership or
followership
EsP-PD11/12SR-IIb-10.1
10.2 compare one’s perception of
himself/herself and how others see
him/her EsP-PD11/12SR-IIc-10.2
10.3 conduct a mini-survey on Filipino
relationships (family, school, and
community) EsP-PD11/12SR-IIc-10.3
11.3 prepare a plan on how to make
the family members firmer and
gentler with each other
12.1 explain that through
understanding of the concepts of
career and life goals can help in
planning his/her career
EsP-PD11/12PC-IIf-12.1
12.2 identify the personal factors
influencing career choices
EsP-PD11/12PC-IIf-12.2
1.1 Discuss an understanding of teen-
age relationships, including the
Retained acceptable and unacceptable
expressions of attractions EsP-
PD11/12PR-IIa-9.1
1.2 express his/her ways of showing
EsP-PD11/12PR-IIa-9.2
2.1 identify ways to become responsible
in a relationship EsP-PD11/12PR-IIb-
Retained
9.3
2.2 distinguish the various roles of
different individuals in society and how
they can influence people through their
Retained
leadership or followership
EsP-PD11/12SR-IIb-10.1
3.1 compare one’s perception of
himself/herself and how others see
Retained
him/her
EsP-PD11/12SR-IIc-10.2
3.2 conduct a mini-survey on Filipino
relationships (family, school, and
Retained community)
EsP-PD11/12SR-IIc-10.3
5.1 Prepare a plan on how to make the
family members firmer and gentler with
Retained
each other
EsP-PD11/12FSL-IIe-11.3
6.1 Explain that understanding different
factors, career development concepts
Enhanced and personal life goals influence career
planning and decision making.
EsP-PD11/12PC-IIf-
6.2 Identify career options based on
Enhanced different factors, career development
concepts and personal life goals
EsP-PD11/12PC-IIf-12.2
12.3 take a self-assessment tool to 7.1 Prepare a career plan based on the
know his/her personality traits and
Enhanced identified career options to attain
other personal factors in relation to personal life’s goals
his/her life goals EsP-PD11/12PC-IIg-12.3
EsP-PD11/12PC-IIg-12.3
13.1 discuss the external factors
influencing career choices that may
help in career decision making
13.2 identify pros and cons of various
career options with the guidance of
parent, teacher, or counselor Dropped

13.3 prepare a career plan based on

his/her personal goal and external
factors influencing career choices

14.1 explain the factors in personal
development that may guide him/her
Retained
in making important career decisions
as adolescents
EsP-PD11/12IOPD-IIi-14.1
7.2 Explain the factors in personal
development that may guide him/her in
making important career decisions as
adolescents
EsP-PD11/12IOPD-IIi-14.1

14.2 importance of personal 8.1 share insights that make him/her

development in making a career
Enhanced realize the importance of personal
decision as adolescent development in making a career
EsP-PD11/12IOPD-IIi-h-14.2 decision as adolescent
EsP-PD11/12IOPD-IIih-14.2

14.3 construct a creative visualization 8.2 construct a creative visualization of

of his/her personal development
through of the various stages he/she
went through, stressors, influences,
Enhanced
and decision-making points, and a
personal profile analysis
EsP-PD11/12IOPD-IIj-14.3
his/her personal development through
of the various stages he/she went
through, stressors, influences, and
decision - making points, and a personal
profile analysis
EsP -PD11/12IOPD-IIj- 14.3

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:
 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:

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

Answer: 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 the challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.
Answer: In unpacking the MELC into learning objectives, you need to consider the
following;
 Alignment on the Content and Performance Standards - The MELs are not a
departure from the standards 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 – are worth noting that the identified MELCs
cater to higher-order cognitive demands. As such, lower cognitive demand may be
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 sequences 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:

 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 and topic will not be watered down.
 Alignment with the content and performance standards – Just like in the unpacking
of MELCs, combining two or more should aid the achievement of the content and
performance standards.

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

Answer: There is no need to unpacked 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,
teachers, guides, activity sheets, and television and radio scripts.
 Since MELCs in each learning area are all interrelated and anchored on the
content and performance standards, combining at least two MELCs will allow
 teacher to effectively designs instructional resources without veering away from the
standards prescribed by the curriculum.

To reiterate MELCs are not the departure from the standard-based

design of the curriculum

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

The closure of schools around the world due to Global pandemic, marks a great
history to the Development of Education, to deliver a quality basic education. It serves
a lot of commotion to the minds of our learners, parents especially the mentors. A
question posed to every minds, if Education could run the thru and react our learners.
How can we do it? Thanks God! The Department of Education is well-prepared and
ever willing to carry the tasks of providing Education for everyone. By designing,
organizing, planning and using a modern approach of Education, by introducing to the
teachers to have the Most Essentials Learning Competencies (MELCs). It’s rationale;
1. Is to familiarize the teachers with the background and development of MELCs.
 2. To identify the background and basic process of identifying the development of
MELCs.
3. Make sense of the function MELCs as an educational response to a global
pandemic crisis.
4. That teachers could appreciate the MELCs to support the needs and approach
of teaching in the new normal situation.
Teachers are not reluctant to accept the challenges of our new normal situation
because teachers are equipped with knowledge, skills thru different learning
strategies and competencies.

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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

Answers:
Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are physically in one venue. There are opportunities for
active engagement, immediate feedback and socioemotional development of
learners. It may be conducted in any available physical learning space.

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. The teacher supervises and monitors the
learner’s progress and provides remediation and enhancement when needed and
possible. Assistance may be provided by a learning facilitator who may be a parent
or any member of the family, or a community stakeholder.
 Blended learning 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; or (4) F2F and any combination of the other
types of distance learning.

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. This does not preclude going to
a school on specific periods to develop learning competencies that
require the use of laboratory, equipment, and others. It uses any or a
combination of the various learning delivery modalities.

Now, answer this question: Which of the LDMs do not have an F2F
learning component? Check it against Lesson 1, Activity 1 Answer Key 2.
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 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

Distance Role of Parent

Distinguishi Essential Role of Role of
Learning or Household
ng Feature Resources Teacher School
Modality Member
Modular Distance -Individualized - Self-Learning - Provide Self- -Serve as -Availability
Learning (MDL) instruction Modules Learning learning the complete
where learners (SLMs) in Modules facilitators set of SLMs
use self- learning
print or digital (SLMs) -Supervise print or digit
modules format printed or and monitor format as w
(SLMs) digital the progress as textbook
of their Learners'
children's Materials
modular
distance
learning
Online Distance -Teacher -Gadgets - Facilitates - Supervise - Ensure that
Learning (ODL) facilitate connected to Learning and monitor learning
 learning and the internet - Monitors the screen facilitators are
engages (e.g. laptop, learners time of the oriented on th
learning desktop children recommende
active smartphone, - Attend screen time a
participation tablet and orientation to well as break
using various etc.) be capacitated time from the
technologies -Deped in the use of screen
connected to commons learning
the internet - LR portal management
TV-Based -Use of Television -Facilitate -Ensure - Orient the
Instruction (TVBI) television on with cable learning children teachers,
channels that connectivity through the access to parents and
provide allotted television leaners abou
learning airtime in - Supervise the television
context to the and monitor instruction,
learners television the progress of policies and
network their children direction to
-Provide learning as ensure that
complete well as provide everyone is
and guidance to properly
appropriate their children informed and
learning guided.
context.
Radio-Based -Use of radio -Radio Facilitate -Ensure - Orient the
Instruction (RBI) programs on programs on learning children teachers,
stations stations through access to the parents and
dedicated in allotted time radio leaners abou
providing in radio - Supervise the radio
learning station and monitor instruction,
context to the progress of policies and
the learners their children direction to
learning as ensure that
well as provide everyone is
guidance to properly
their children informed and
guided.
Blended Distance -Any -SLM’s -Provide -Serve as -Provide
Learning combination - Internet and SLM’s learning complete set
of the gadgets - Monitors facilitators/sup SLM’s, LM’s
different -Deped learner’s ervisors of - Ensure that
distance Commons progress their children learning
learning - LR portal - facilitators,
modalities - TV/ Radio teachers and
learners are
well oriented

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 Type of Why

(1 to 5, from easiest DL ?
to hardest to
implement)
Use of television on channels or stations dedicated to
1 TVBI
provide learning context to the learners
Use of radio programs on stations dedicated to provide
2 RBI
learning context to the learners

3 MDL Individualized instruction where learners use of SLM’s

4 BL Any combination of the different distance learning types

Teachers facilitates learning and engages learner’s active

5 ODL participation using various technologies connected to the
internet
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.

Lear Targeted Intervention

ner
Grou
p

- Create a school climate and structures

Learners without parents or household member
who can guide and support their learning at home
Beginning readers (K to 3)
that support family environment
- Invite families to share hopes for and
concerns about children and then work
together to set students goals.
- Peer-Assisted Learning Strategies
exercise pair strong and weak readers
who takes turn reading, rereading, and
retelling.

- Have them read the same thing several

Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
times
- Make use of variety of books and
materials.
- Encourages parents to take advantage
of the community resources
- Have students identify resources from
within their family
- Encourages parents to take advantage
of the community resources
- Have students identify resources from
within their family
- Acknowledging the community beyond
the classroom to which the teacher is
responsible
- Participate and initiate activities outside
the classroom involving the local IP
community
- Keep things in perspective. A learning
disability isn’t insurmountable
- Be an advocate for you learners

Others? Specify.
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:

● 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?

Answer:
● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources
and activities to help learners meet the objectives (How should it be
taught?)
● Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners (How should
learning be assessed?)
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.

Before the Lesson Lesson Proper After the Lesson

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

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
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

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

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

Answer:
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.

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 (Submit a copy of your Output to your LAC Leader)

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

Grade Level and Learning Area: 7 Edukasyon sa Pagpapakatao

Lesson/Topic: Ako Ngayon
Learning Objectives:
1. Natutukoy ang mga pagbabago sa sarili mula sa gulang na 8 o 9
hanggang sa kasalukuyan sa aspetong:
a. Pagtatamo ng bago at ganapna pakikipag-ugnayan (more mature
relations) sa mga kasing edad (pakikipagkaibigan)
b. Pagtanggap ng papel o gampanin sa lipunan
c. Pagtanggap sa mga pagbabago sa katawan at paglalapat sa tamang
pamamahala sa mga ito
d. Pagnanais at pagtatamo ng mapanagutang asal sa pakikipagkapwa
sa lipunan
e. Pagkakaroon ng kakayahang makagawa ng maingat na pagpapasya
(EsP7PS-Ia-1.1)
2. Natatanggap ang mga pagbabagong nagaganap sa sarili sa panahon ng
pagdadalaga/pagbibinata. (EsP7PS-Ia-1. 2)
Learning Resources/Materials Needed: Self-Learning Module

Additional
Check if Remarks: (ex. can
be done via voice
Part of Lesson / Learning Tasks already calls, can be
present in the facilitated by a
SLM household 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
 1. Review previous 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 Can be done via
new lesson ✔ learning activity sheet
5. Present connection between old and new
lesson and establish purpose for new lesson ✔
6. State lesson objectives as guide for learners
✔

Lesson Proper

1. Explain, model, demonstrate, and illustrate the ✔

concepts, ideas, skills, or processes that
students will eventually internalize
2. Help learners understand and master new ✔
Can be done via
information learning activity sheet
3. Provide learners with feedback ✔
✔
4. Check for learners’ understanding

After the Lesson

✔
1. Wrap up activities
2. Emphasize key information and concepts ✔
discussed
3. Ask learners to recall key activities and ✔
concepts discussed ✔ Can be done via
4. Reinforce what teacher has taught learning activity sheet
5. Assess whether lesson has been mastered ✔
6. Transfer ideas and concepts to new
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?
Answer: None so far
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: Maintaining a connection with students is the additional
support that I can give for them. For almost everyone, the school day
has become a lot less structured, with many students being given
work to complete whenever (and however) they’re able. To cope
with this, it is vital for me to maintain a connection to the students as
well as to the household partner so that they are guided throughout
the lesson.
3. How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?
 Answer: There are wide variety of ways to obtain feedback on the
different learning tasks and one of these is the Fast Early Feedback
which is intended to provide some objective information about the
lesson and to identify areas for improvement in a quick and efficient
manner.

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.

Formative Summative
Assessment Assessment
learners may assessment OF
be assessed learning:
assessment FOR individually or
learning: to measure if the
collaboratively student met the
to make adjustments
in the lesson performance and
content standards
Your answer:

Formative Assessment Summative

assessment FOR learning:
to make adjustments in the
lesson
may be integrated 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
learners may be Assessment
assessed individually assessment OF learning:
or collaboratively to measure if the student met the
performance and content
should promote standards
self-reflection and
personal done after the lesson/end of a
accountability among quarter
students about their
own learning
results enable teachers to
describe how well the students
may be a written learned the
work or a
standards/competencies for a
performance task
given quarter, which are then
reflected in the class record

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 (Submit a copy of your Output to your LAC Leader)

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.

Assessme How to Adapt the Assessment Method in DL

nt
Method

Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.
 1.

2.

3.

4.

5.

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:
2. What are the challenges in doing assessment in DL?
Answer:
3. Despite the challenges, what opportunities can you and your
colleagues explore to make assessment doable in DL?
Answer:

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.

Question True False

s
✔
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.

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, a. learning area

skills, and attitudes that learners need to
demonstrate in every lesson and/or b. mode of delivery
learning task.
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter
 and to enhance their understanding of
the content. d. learning task
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.

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

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)

Attach Weekly Home Learning Plan (WHLP)

Share your prepared WHLP during your LAC Session.

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 Individual Learning

Plan (WHLP) Monitoring Plan
(ILMP)
Purpose

For Whom?
 Components

Has to be communicated to
parents?

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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: Maria Katigbak
Grade Level: 7 - Gumamela
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress

Learner is not making significant progress in a timely manner. Intervention strategies

Intervention need to be revised.
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
Source: DepEd Memorandum DM-CI-2020-00162

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.

REFLECTION

To have a better perspective in life, one must have to plan and design in
everything they want to do. For success is not easy to achieve because we
need to do some good plans and good designs. Likewise in Education,
teachers now acted as a good engineers for making a good design and
instructions by using the different learning Delivery Modalities. These LDM is
of great help for the teachers to have a better approach to combat learners
difficulties and problems that exist in the new normal. Department of
Education look forward that teachers will be unloaded with a great burden in
teaching process. So that teachers could achieve and build expertise in the
delivery of knowledge and skills to our learners. So the Department of
Education provides us self-learning modules that contains self-contained
which includes reading, video tutorials, activities, quizzes and reflections. Then
teachers encourage learners to have an independent study then later on to
have a peer learning through Learning Action Cell (LAC) and coaching from
their parents and teachers thru virtual teaching. In the new normal situations,
teachers acted as the front liners in education and the principals, supervisors,
and other higher personnel’s in Education are the providers of all the
resources needed in the Delivery of different teaching strategies and
approaches.

MODULE 3B: LEARNING RESOURCES

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:

1. Based on the map, what resources should you have in order to

implement the LDM adopted by your School/Division?
Answer:
2. Do you have the complete resources for the Distance LDM needed in
class? If the LRs are not complete or not available, what steps will
you take to make these available? What are your options to substitute
these missing LRs?
Answer:
3. What support will you need to maximize the use of the two
DepEd-sanctioned LR Portals? From whom can you get this
support?
Answer:

Based on your evaluation of the materials, are they appropriate to the level
and characteristics of learners? Are there learners who might be
disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments will
you make in terms of the LRs?

Answer:

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.

Answer:

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.

2. DepEd Commons. Ensure that you have access to DepEd

Commons. Refer to Memorandum on DepEd Commons dated
March 17, 2020.

Explore the Portals and 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?
Answer:
2. What are the challenges in accessing the LRs in the portals both for
you and your learners? How will you overcome these challenges?
Answer:
3. What support will you need to be able to maximize the use of the
LR Portals? From whom can you get this support?
Answer:

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions
in Activity 1.

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.

Share your insights:

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:

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

Answer:
2. Were there any questions in the assessment tool where you
answered “No” or “Cannot Be Determined”? What decision will you
make on the LR material? Why?
Answer:
3. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.
Answer:
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
Answer:

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online.

Download at least one LR from each portal. Assess the materials using the
same tool and answer the following questions:

1. Based on the Assessment Tool, how does the material from a

non-DepEd Portal compare with the LR from the DepEd Portal?
Answer:
2. Based on the results of the Assessment Tool, what improvements do
the materials — both from DepEd and Non-DepEd portals — still
need?
Answer:
3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
Answer:

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this
material using the same tool. Answer the following questions:
 1. How does your material compare with the ones that are obtained
from the online portals?
Answer:
2. What improvements do you still need to make in your developed material?
Answer:

ACTIVITY 4 (Submit a copy of your Outputs to your LAC Leader)

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.

RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR

portals/platforms)

Is the LR Material... Cannot be

YES NO
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?
Answer:
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Answer:
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Answer:
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
Answer:
RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have
developed)

Is the LR Material... Cannot be

YES NO
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:
4. Was the material able to meet all the requirements?
Answer:
5. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Answer:
6. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Answer:
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
Answer:
REFLECTION
______________________________________________________________
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MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

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.

STRONGL
STRONGL DISAGRE Y
ITEMS AGREE
Y AGREE E 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:

Answer:
Content Knowledge and Pedagogy
 Positive use of Information and Communication Technology in the delivery
of learning
 Content knowledge and its application within and across the curriculum
areas in the implementation of MELCs in the new normal
 Learning Environment
 Learner safety and security
 Fair learning environment
Diversity of Learners
 Learners’ gender, needs, strengths, interest and experiences
 Learners in difficult circumstances
Curriculum and Planning
 Planning and management of teaching and learning process
 Teaching and learning resources including ICT
Assessment and Reporting
 Monitoring and evaluation of learner progress and achievement
 Communication of learner needs, progress and achievement to key
stakeholder
Community Linkages and Professional Engagement
 Establishment of learning environments that are responsive to community
contexts
 Engagement of parents and the wider school community in the educative
process
Personal Growth and Professional Development
 Philosophy of teaching
 Professional reflection and learning to improve practice

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020
on DepEd Professional Development Priorities and the Continuing
Professional Development Guidelines.

ACTIVITY 3

Answer the following questions by constructing and filling out the table. 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?
Promote success through
curriculum and instruction that
address learners learning
through modular distance
learning
What will push
you to achieve this
goal?
 Maintain an academic
course inventory
delivered via distance
learning that provides a
solid foundation of
general education
 Develop and maintain
learning tasks offered
through printed
modules and online that
are relevant to learner’s
interests
 Ensure quality
instruction in distance
What will help you
attain this
goal?
 Well-implemented
curriculum and
instruction through
DepEd’s MELCs
 Availability and
accessibility of Learning
Resources
 Effective assessment o
learners’ performance

Provide learners’ support
services and programs that
complement distance learning
and address learners’ needs
Provide distance learning
support services to co-
teachers, staff and
administrators
learning through
under Distance learning
effective course design
Modality
and assignment
 Support DepEd
Learning resources
Portals that enhances
distance learning for
learners.
 Offer counselling
activities that provide a
foundation of learners’ A good working relationship
success in distance with the learners and their
learning parents.
 Provide a learning
environment for
learners’ success and
retention in distance
learning that is
equivalent to traditional
learning
 Provide opportunities
for professional
development
 Provide appropriate Trainings, Seminars, Self-
technologies and paced courses
facilities to meet the
needs of instructional
services

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
Strengths Developmental Intervention) Timeline Resour
Needs Neede
Learning Intervention
Objectives of the
 PD Program

Positive use Content Apply knowledge of Ensure the positive Year Modules
of Information knowledge and its content within and use of ICT to round LDM2
and application within across curriculum facilitate the Course
Communicati and across the teaching areas teaching and teacher
on on curriculum areas learning process on to 12
Technology in the distance learning Curricul
in the delivery implementation of modality in the Guide,
of learning MELCs in the delivery of learning MELCs,
new etc.

Learner Fair learning Establish safe and Maintain learning Year- Parent-
safety and environment secure learning environments that round teacher
security environment to promote fairness, Agreem
enhance learning respect and care to Form, S
through the encourage learning. Learnin
consistent Modules
implementation of etc.
policies, guidelines
and procedures.

Learners’ Learners in Use differentiated Plan and deliver Year- Learner

gender, difficult developmentally teaching strategies round Informa
needs, circumstances appropriate learning that are responsive Sheet
strengths, experiences to to the special
interests and address learners’ educational needs
experiences gender, needs, of learners in
strengths, interests difficult
and experiences. circumstances,
including
geographic
isolation: chronic
illness;
displacement due to
armed conflict,
urban resettlement
or disasters; child
abuse and child
labor practices

Planning and Teaching and Plan, manage and Select, develop, Year- Learner
management learning implement organize and use round Informa
of teaching resources developmentally appropriate Sheet,
and learning including ICT sequenced teaching teaching and Training
process and learning process learning resources, Remote
to meet curriculum including ICT, to Teachin
requirements and address learning
varied teaching goals.
contexts

Monitoring Communication of Monitor and evaluate Communicate Year- Learner

and learner needs, learner progress and promptly and clearly round Portfolio
evaluation of progress and achievement using the learners’ needs, Progres
 learner achievement to learner attainment progress and Report,
progress and key stakeholders data achievement to key Individu
achievement stakeholders, Learnin
including Develop
parents/guardians nt Plan

Establishmen Engagement of Maintain learning Guide colleagues to Year- Paren

t of learning parents and the environment that are strengthen round teach
environment wider school responsive to relationships with Agreem
that are community in the community contexts parents/guardians Form, S
responsive to educative process and the wider Learni
community school community Modul
contexts to maximize their etc.
involvement in the
educative process.

Philosophy of Professional Apply personal Develop a personal Year- PPST

teaching reflection and philosophy of professional round Modules
learning to teaching that is improvement plan LDM2
improve practice learner-centered. based on reflection Course
of one’s Modules
etc.

ACTIVITY 2 (Submit a copy of your Outputs to your LAC Leader)

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 to your LAC Leader and your
School Head/ Department Head. Make sure that you keep a copy of
your plan.

PD DISCUSSION TEMPLATE FOR LAC

 PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS
OBJECTIVES RELATED TO THE
MODALITIES
Apply knowledge of content within and Most Essential Learning Competencies
across curriculum teaching areas (MELCs)
Pedagogical Content Knowledge on teacher
Competence and Students’ Achievement
Establish safe and secure learning Keeping Learners safe and Focus During
environment to enhance learning through Distance Learning
the consistent implementation of policies,
guidelines and procedures
Use differentiated, developmentally Diversity, equity and Inclusion during
appropriate learning experiences to Pandemic
address learners’ gender, needs, strengths,
interests and experiences
Plan, manage and implement A Pandemic and a Policy: Contextualizing
developmentally sequenced teaching and the National Education Policy
learning process to meet curriculum
requirements and varied teachings contexts
Monitor and evaluate learner progress and Assessing learner’s Performance in
achievement using learner attainment data Distance Learning as Learning delivery
Modality
Maintain learning environments that are Engaging Parents and Wider School
responsive to community contexts. Community in the Educative Process
Apply a personal philosophy of teaching Positive Teaching and Learning Culture
that is learner centered. Within and Beyond the School
REFLECTION
“Diligence beats intelligence’- as the common saying goes which has been
disregarded by some of the professional in the teaching field. During our LAC, while
sharing ideas and experiences with the group, thoughts were shared about teachers
settling for traditional ways of teaching which they believe are still effective. However,
the LAC have also reminded most of us of how the world has evolved nowadays and
how the learning of the students be in the need of upgrading as well. I do believe that
great teachers yield great students, in the contrary, this would be very unlikely to
happen if this great teacher with great brain is compared to a great teacher with a lot of
learning and skills, i.e. has management and monitoring skills in class, knows
differentiated activities, does ICT integration for class presentation and more. LAC has
given us opportunity to learn from other teachers and continue to improve
professionally by learning from their effective strategies that will be applicable in some
of our class. For the most part, nothing beats additional education for better
development. KEEP GOING SELF! 
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.

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:
The portfolio for LDM 2 is intended to evaluate learning progress and
achievement in a specific course.

My portfolio will serve as a means of verification that I am able to

deliver my best in the preparation for the new normal teaching-
learning process and it will clearly show my development as well as
the challenges that met. Lastly, it serves as a guide to keep on the
right track.

2. What evidence from the previous modules will help capture the
progress of your teaching practice?

Answer:
From the previous modules, what I have learned most significantly is
the crafting of individual development plan through which, I was able
to asses my strengths and weaknesses in terms of my teaching
practices.

The following evidences will help monitor my teaching practice:

1. Individual Learning Monitoring Plan (ILMP)
2. Weekly Home Learning Plan (WHLP)
3. Learning task for DL
4. Unpacking of MELC
 3. Why is writing down your reflections an integral part of your Portfolio?
Answer:
According to Plato, “an unreflected life is not woth living”. This governs
the essence of reflections in my portfolio. In every work or task given,
one must reflect on it, in order to assess performance in teaching.
This reflection is indeed an integral part of my portfolio since it serves
as compilation of the learnings, I gained by undergoing this LDM2
course. It also serves as a clear gauge of our consciousness and
even our judgment in a certain topic.
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 August to At least 2 recorded lessons (online

Delivery November learning)
Or

Participation in recognized PDs August to Certification of Participation with PD

that are aligned with their November credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)

Researching and Incorporating August to Lesson Plans (at least 2 per month)
Teaching Strategies in the November
Modalities

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Collaboration with Peers and At least once a Video Recording , Pictures

Coach/es month starting
September 2020
Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Make Weekly Home Learning Plan Aug. to Sept. Weekly Home Learning
Plan

Make Learning task for DL Aug. to Sept. Learning task for DL

Construct an Individual Learning Aug. To Sept. Individual Learning

Monitoring Plan Monitoring Plan

Make a class Record October up to the end of Class Records

School Year

Make Grading Sheets October up to the end of Grading Sheets

School Year

● Is the list of evidence enough to capture the progress of your teaching

practice?

Answer:
Yes, it will certainly serve as an effective means of verification for the
tasks being delivered.

● What other evidence can you think of that is relevant to the LDM
adopted by your School?

Answer:
Aside from what is listed above, I think it is the monitoring report of
our Instructional Coaches, TAPs and superiors

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions
from Activities 2 and 3 with your colleagues.

ACTIVITY 5 (Submit a copy of your Outputs to your LAC Leader)

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.
Finalized list of evidences in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to At least 2 recorded lessons (online

Delivery November learning)

Participation in recognized PDs August to Certification of Participation with

that are aligned with their November PD credit units
Professional Goals anchored on
Philippine Professional
Standards for Teachers (PPST)

Researching and Incorporating August to Lesson Plans (at least 2 per

Teaching Strategies in the November month)
Modalities

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a Video Recording /

Coach/es month starting Documentation with pictures
September 2020

Other Types of Evidences relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Make Weekly Home Learning Plan Aug. to Sept. Weekly Home Learning
Plan

Make Learning task for DL Aug. to Sept. Learning task for DL

Craft Individual Learning Aug. To Sept. Individual Learning

Monitoring Plan Monitoring Plan

Make a class Record October up to the end of Class Records

School Year

Make Grading Sheets October up to the end of Grading Sheets

School Year

Note: Add more rows as needed.

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.
Answer:
In order to be efficacious in making portfolio, I must prioritize first
criterion which is the demonstration progress of the LDM
Implementation which comprises 20% 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.

To achieve the criteria, I should be able to:

1. Record in my study notebook all progress in my teachings.

2 Write down all my reflections religiously.
3. Make judgments and suggestions to improve my teaching.
4. Make well-organized, presentable and insightful portfolio.

ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC

Session. Present your steps to make your outputs and Portfolio
responsive to the evaluation criteria and indicators. Take note of
your colleagues’ other insights as well.

As a final reminder, make sure that you are able to collect the
evidence of your teaching practice as you have listed, and organize
these into a Portfolio. At the end of the year, you will submit your
Portfolio to your LAC Leader, who will announce the specific date
and manner of submission.
REFLECTION
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______________________________________________________________
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________

Congratulations! You have completed the LDM 2 Course. Good luck on

your LDM implementation, Teacher!