LEARNING DELIVERY MODALITIES

FOR TEACHERS

Study Notebook

MA. LOURDES C. ORAIS

Teacher 1
 LESSON 1
COURSE OUTLINE
ACTIVITY 1
1. What is the main delivery of this course?

The main modality of this course is the independent study through self-
learning modules made available through downloaded electronic copies and
printed copies.

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

This wil help me to be able to deliver quality instruction in th enew normal

through better understsandding of the whats, hows, and whys of learning
continuity platforms to make learning effective to happen in the new normal
shool premises wherein blended learning modalities are very significant to thi
current time.

3. What sre the two support mechanism that will help me with my learning in
this LDM course are: self-learning modules andand collaboration through
Learning Action Cells.
 ACTIVITY 2

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

negatively my participation in this course?

My professional professional attitude towards answering this LDM

moduels will affect possitively my participation in this course. Though I have
other essential school related works aside from answering these modules, still I
am hopeful that gradually I can finish all of them on time.

2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completting this course?

Through effective time management, endurance and patience.

Also efficient collaboration among the members of LAC’s members of group
and constant communication to our Lac coach.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will ( What will push ( Where will I
repeteadly do that prevent me from me to partcipate accomplish the
may affect my participating fully in this course)? requirements of this
participation in the in this course)? course? Describe this
course in a positive or environment?
negative way)?
Doing other school Enough time, The essential In a place where it is
tasks poor internet positive learnings more comfortable for
connectivity that can be me , free from noise
gained after and distractions with
completing the good internet
LDM2 modules. connectivity.
 ACTIVITY 3

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

While having discussions with my co-teacher with regards to

how I will respond to the completion of this LDM2 modules, I have
gained optimistic spirit of enlightenment. Undergoing this process will
not only benefit me a lot but it will as well benefit my students under
this new normal school setting wherein face-to-face learning is much
prohibited because of the health risks brought about by covid 19.
Besides learning must continue amid of this pandemic that we are
facing right now. With that learning is then possible because there are
other learning modalities that can be used to make learning effective
to happen. There is no child left behind in this new normal education.
 LESSON 2
ORGANIZING YOUR LEARNING
ACTION CELL (LAC)

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 SchoolBased 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

4 To nurture successful teachers

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

3 To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
 2. What are the top three challenges to having a successful LAC?
List down and elaborate.

The following are the three challenges that ensure

successful LAC:

1. LAC Scheduling of Meeting

Date and time selection is significant indicators to ensure

successful LAC session. Meaning that the date and time is favourable
to all the LAC team members. All should be present so that everyone
will be able to share their own understanding, insights and interventions
to be adopted and productively generate solutions to issues that
concern the school.

2. Prioritization of Topics or Agenda

Prioritization of topics is an essential indicator of success

because if done so, problems will be addressed immediately.

3. Setting up of Resources

Before the LAC session be scheduled the LAC leader should ensure that all
resources ( human and material ) are ready. Success will not be possible if both
human and material resources are not complete nor ready.
 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.

See Figure 1 for reference.

Figure 1. LAC Composition and Coaching Arrangement for LDM2 Teachers

LDM2 for LDM2 for

Instructional Coaches Teachers

LAC Leader 1 LAC 1

(MTs/Head Teacher/ Members
Dept. Head/Senior Teachers) (Teachers )

LAC Instructional
Coach LAC Leader 2 LAC 2
(SDO/District (MTs/Head Teacher/ Members
Supervisors or Other Dept. Head/Senior Teachers) (Teachers )
Instructional Leaders)

LAC Leader n LAC n

(MTs/Head Teacher/ Members
Dept. Head/Senior Teachers) (Teachers )

ACTIVITY 3.

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

LAC INSTRUCTIONAL LAC LEADER LAC MEMBERS

SARAGEN L. MULLET
SHIELA R. BUGOS ELECITA P. JORGE
SCHOOL HEAD
TEACHER 1 REGINE V. CELESTE

EDELYN E. RAMOS

MA. LOURDES C.
ORAIS
ROLE NAME TERMS OF REFERENCE(DUTIES
AND RESPONSIBILITIES)

TEAM LEADER SHIELA R. BUGOS She is responsible in guiding

the group to complete a
project or task

TEAM CO-LEADER ELECITA P. JORGE She is the one to assist the

leader in guiding the group to
perform a given task.

MEMBERS REGINE V. CELESTE Participate in the given task or

project, follow directions
orderly and communicate
with the leader and co-leader
in accomplishing the task or
project.

EDELYN E. RAMOS - do-

MA. LOURDES C. ORAIS -do-

LESSON 1: BACKGROUND , RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you
think are the 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:
This global pandemic that we have today makes education fro children nore
difficult to attain. This as well brings a great challenge to Dep Ed to conduct
education in this new normal setting. To address the problem the best way is to
embrace or adapt this new normal learning by shifting to or modular learning. In
Through this strategy we can ensure learning continuity. This concern is for all,
the teachers, the DepEd froces teaching and non teaching staff. It also include the
the parent’s learners stakeholders support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem of
teachers (Andaya, 2018). This is perceived to be one of the hindering factors on the
poor performance of Filipino learners. Do you agree with this observation? Why or
why not?
Answer:
I strongly agree with this statement. In the department of education
there are several curriculums had been laid and adapt for the aim of achieving
higher stsndard education and can produce globally competitive individuals and
better successful citizens. Students can cope up with the content standard but the
reality too is it takes time to finish th e whole quarter subject due to lack of time
allotment.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELC?
MELC’s general purpose is to ensure quality, relevant education by reviewing
the competencies in the K 12 curriculum. I believe that before the pandemic there
is already reviews being done in the competencies so that it will be easy for its
implementation. Its specific purpose is to map the most essential or the most
indespensable learning competencies and to identify what are really needed to be
included. It intend to assist schools in navigating the limited number of achool
days.

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

competencies?
This review includes the mapping of the essential and indespensable learning
competencies within the said curriculum, identifying of the prerequisite
knowledge and skills among the learning competencies for each subject area and
last is analyzing its interconnectedness of prerequisite knowledge and skills.

3. What is the difference between essential learning competencies and desirable

learning competencies?
When we say essential learning competencies it is actually what the
students need, considered indespensable, in the teaching learning process to build
skills to equip learners for subsequent grade levels and consequently for lifelong
leaarning. While desirable learning competencies were definea 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?
This started with the identification of essential and indespensable learning
competencies.. It is a rule, that a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-ling learning and is a
prerequisite skill to the next grade level. Two or more learning competencies are
clustered if they have the same objective and can be therefore combined into one
comprehensive learning competency. Furthermore, learning competencies are
nremoved because of too much specification and deemed appropriate, and
recurring.

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

instruction?
MELC’s creation is very long and comprehensive process. It underwent
processess which are different to ensure that students will be educated properly
and effectively.

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 MELCs

Merged/Clustered Distinguish how spore-bearing Discuss the interaction
and cone-bearing plant amomg living things in
reproduce. tropical rain forest, coral
Discuss the interaction amomg reefs and mangrove
living things in tropical rain swamps.
forest, coral reefs and mangrove
swamps.
Retained Describe the appearnce and Describe the appearnce
uses uniform and non – and uses uniform and
unifrom mixture. non – unifrom mixture.
Dropped Tell the benefits of sepating N/A
mixtures from products in the
community.
 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, in your Study Notebook.

INSIGHTS
MELC’s is a long term response. It is already being planned even before Covid 19
pandemic.
There is a big difference between online learning and digital modular distance
learning.
Poor internet connectivity is the big problem in online learning.
MELC’s are comprehensively merged.
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 in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
The essence of this unpacking and combining the MELCs is to prevent
redundancy that are visible to repetition of the lesson which does not show spiral
progression.

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

Explain each.
The skills and prerequisite knowledge must be taken into account. It is well
noticed that the identofied MELCs cater to higher order cognitive demands. In
creating objectives lower cognitive demands must be considered first. It is then
evident that the skills and prerequisite knowledge would enable the achievement
of MELCs and furthermore the content and perfromamance standards are
addressed. It is very clear that the unpacked learning objectives follow a logical
sequence.

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

I think yes in order for the Department of Education to focus and priotize most
desirable competencies that can be used with the students daily learnings or lives
in general.
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.

OUTPUT (UNPACKING OF MELCs)

Subject: Filipino 5
Melc: Nagagamit nang wasto ang mga pangngalan at panghalip sa
pagtatalakay tungkol sa sarili, sa mga tao, hayop, lugar, bagay at pangyayari
sa paligid; sa usapan at sa paglalahad tungkol sa sariling karanasan.(F5WG-
Ia-e-2, F5WG-If-j-3)
No. of days taught: 5

DAYS UNPACK MELCS

1 Natutukoy ang mga uri ng pangngalan
2 Nasusuri ang mga pangngalan
3 Natutukoy ang mga uri ng panghalip sa pangungusap
4 Nagagamit ang angkop na panghalip sa pangungusap
5 Nagagamit ang iba’t-ibang uri ng pangngalan at panghalip sa
usapan at paglalahad ng sariling karanasan
Subject: Science 5
MELC: Use the properties of materials whether they are useful and harmful.
No. of Days Taught: 9

DAYS UNPACK MELCS

1 Knowing useful and harmful materials.
2 To identify when is a materials become harmful to the
environment.
3 Describe the bad effects of harmful materials to the
environment.
4 Identify biodegradable (Malata) and non-biodegradable
materials in the school at home and in the surroundings.
(Di-malata)

5 Describe the differences between biodegradable and non

biodegradable materials.
6 Identifying different practices of disposing waste.
Citing ways to help solve waste disposal at home and in the
community.

7 Identifying recyclable materials found at home ,in school and

community.
8 Identfiy ways of recycling, reusing and reducing waste
materials
9 Designing a product of local, recyclable solid or liquid materials in
making useful products.

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of
your outputs.
 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—faceto-face (F2F) learning, DL, blended learning (BL), and homeschooling.
In your own words, define each modality. Write your own definitions in your
Study Notebook. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.
Face-to-face (F2F) learning - this refers to a learning delivery modality where
the teacher and learner/s are physically in one venue. Immediate feedback
and socio emotional development of learners are the opportunities for active
engagement. This may be conducted in any available physical learning
space.

Distance learning - this 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? Write down your answer in your Study Notebook, then check it
against Lesson 1, Activity 1 Answer Key 2.

Answer: THE LDM’S THAT DO NOT HAVE AN F2F LEARNING COMPONENTS ARE DISTANT
LEARNING AND HOME SCHOOLING.
 ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-Negotiable

Minimum Requirements for Distance Learning. As you go through the readings,
complete the Distance Learning Matrix. Share your completed matrix at your
next LAC Session. Your goal is to come to a shared understanding with your
peers on the different DL modalities and their defining features and
requirements.

DISTANCE LEARNING MATRIX

DISTANCE DISTINGUISHING ESSENTIAL ROLE OF ROLE OF ROLE OF

LEARNING FEATURE RESOURCES TEACHER PARENT OR SCHOOL
MODALITY HOUSEHOLD
MEMBER
Modular A printed Self-Learning Pack Modules Guide and Provide
Distance materiald adapted Modules and assist their Modules
Learning to the condition of learningAtivity children at for
the program use Learning Sheets to home. learners
and provide quality Activity distribute to Returned
education that Sheets parents. Modules
cater to the call for Help in assigned
eduaction who Textbooks delivering the person.
prefer traditional modules.
way of teaching of Provide Contact
leaarning. Weekly Home teachers if
Learning Plan. needed.
Attend to
learners
queries.

Online Involve in-person Learning Provide Assist, guide Monitors

Distance interaction Activity Weekly Home and help their learners
Learning between the Sheets Learning Plan. children on and
teacher and their online teachers
learners Textbooks Provide class. interaction
powerpoint via online
Powerpoint presentation Contact learning
Presentation teachers if
needed.
 Teachers Check learners
improvised output through
video/lesson e-learning
presentation
Attend to
parents and
learners
queries
TV based Detailed, Smart TV Provide Weekly Assist, guide Providde
Instruction concise and Home Learning and help their learning
precise Television with Plan. children. videos
presentation of cable connectivity and
the T-Learning Provide LAS Contact activities
teachers if
Check learners needed
output
Radio A form of Radio Provide Weekly Assist, guide Provide
Based dsiatnt learning Home Learning and help their learnning
Instruction that able to Textbooks Plan. children. Activites
expand access through
to education by Learning Activity audio
bringing it to Sheets Attend to Contact
whre the parents and teachers if
learners are learners needed
and enable queries
them to aquire
equivalency in Check
basic eduaction learnersOutput
through
broadcast of
lessons.
Blended Increasedd Self-Learning Self-Learning Assist, guide Provide
Distasnce studenst Modules Modules and help their Modules
Learning engagement in children. for
learning Learning Activity Learning Learners
Sheets Activity Sheets

Powerpoint

Chech Learners
Output
Blended Enhanced Self-Learning Self-Learning Assist, guide Provide
Distance teacher and Modules Modules and help their Modules
Learning student children. for
interaction. Learning Activity Learning Learners.
Sheets. Activity Sheets. Contact
Encreased teachers if Monitors
Students Provides Power Provides Power needed. learners
engagemnt in point point and
learning. Presentation Presentation teachers
interaction
Improved Teachers Teachers via online
students improvised video improvised learning
video

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. Replicate the
following table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)
1 MDL Does not require more
resources, can be
implemented to almost all
learners even to the under
previledge
2 RVBI It is the next accessible
device to larger percenatge of
learners
3 TVBI It is most available to
household but not all
4 BL Combination of all may
require more mixed
resources
5 ODL This is the hardest to
implement due to digital
devide. A huge of the
country does not haveaccess
to fast internet connectivity.
 ACTIVITY 4
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 in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household RVBI, TVBI- Pupils are encouraged by the
member who can guide and support their teacher to be more patient to study with the
learning at home teachers concern by giving follow up lesson
through text, or video call.
Beginning readers (K to 3) MDL-Students can be facilitated by their
parents/household partner via SLM, LAS and
Weekly home Learning Plan.
Follow up by the teacher via text or voice
call.
Struggling readers (Grades 4-12) MDL, TVBI, RVBI- reading materials will be
provided to read and to be monitored using
the OraL Reading Verification via internet
No access to devices and Internet MDL-Materials will be sent to the students,
the Self Learning Modules, LAS and the
weekly Home Learning Plan that will be
delivered by the assigned parent
leader/baranggay officials.
Inaccessible (living in remote and/or unsafe MDL-Projects and assignments will be
areas) created by the teachers for the students.
Ask the help of the barangay officials for the
delivery of the printed materials.
Indigenous Peoples MDL-The giving of materials will be based on
their culture knowlegde system and the
practices of the learners in their community.
Learning materials such as textbooks and
worksheets using Mother Tongue Based.
Persons with Disabilities TVBI, RVBI AND MDL-Provide them Self
learnong Modules, LAS, Weekly Home
Learning Plan.
Parents can facilitate learners textbooks and
can be monitored via voice call texts or
internet resources.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go
through the document, write down your answers to the following questions in
your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
ANSWER: It is the process of determining what learning opportunites students in
school will have by planning the content of instruction, selecting teaching
materials, designing the learning activities. Well-prepared and well-planned
lessons are fundamental to ensuring the delivery of quality teaching and learning
in schools. The teacher should cosider the learners’ characteristics in order fot the
design to be effective.

2. Why is lesson designing important?

ANSWER: It helps ensure that the time is maximixed for instruction and learning,
the lessons are responsive to the learner’s needs,teachers set learning target for
learners, teachers master their learning content and becomes more reflective
about their teaching.

3. What are the three elements or components of a well-designed lesson?

ANSWER: The three elements are: clearly articulated lesson objectives, well-
selected and logically sequenced presentation of learning resources and activities
to help learners meet the objectives nad last is the appropriate and timely
assessment activities that provide relevant information and feedback for both
teachers and learners.
 .

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson. 1.Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and illustrate 2. Ask learners to recall key
previous lesson. the concepts, ideas, skills, or activities and concepts
3. Check learner’s prior processes that students will discussed.
knowledge about the new eventually internalize. 3. Reinforce what teacher has
lesson. 2. Help learners understand taught.
4. Present warm-up and master new 4. Emphasize key information
activities to establish information. and concepts discussed.
interest in new lesson. 3. Check for learners’ 5. Assess whether lesson has
5. Present connection understanding. been mastered
between old and new lesson 4. Provide learners with 6. Transfer ideas and concepts
and establish purpose for feedback. to new situations.
new lesson.
6. State lesson objectives as
guide for learners.
 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.

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) listed below, then 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

In accordance to DepEd Order no. 42 s. 2016: The reflection part of the

DLL and DLP should be filled after the lesson is delivered. Teachers are
encouraged to think the lesson most especially on the part which is strong
and weak. Teachers can share their thoughts about the lesson that were
successfully implemented and the ones that needs improvement or could
be adjusted in the future.
 ACTIVITY 4

Read the handout Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self Learning Module
(SLM) for students that you have on hand. Imagine that you will deliver this lesson to your
learners through DL. In the second column, identify which of these tasks are already present
in the SLM. In the third column, identify which has to be presented via technology-mediated
resources, supplementary learning materials, or other means.

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: MATHEMATICS 6
Lesson/Topic: Adds and subtracts simple fractions and mixed
numbers without or with regrouping.
Learning Objectives: Adding Simple Fractions and Mixed Numbers
Without and With Regrouping.

Learning Resources/Materials Needed: MATH Module 1

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the activity sheet, can be
SLM presented via an internet
based resource, can
be facilitated during a
synchronous learning
session, etc.)

Before the Lesson

 1. Review previous lesson / Can be done via voice
2. Clarify concepts from previous lesson / call or video call.
3. Present warm-up activities to establish /
interest in new lesson
/ Can be facilitated by a
4. Check learner’s prior knowledge about the
household partner.
new lesson
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 / Can be done via learning

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

After the Lesson

1. Wrap up activities / Can be done via voice or

2. Emphasize key information and concepts / video call.
discussed
3. Ask learners to recall key activities and / Can be done via learning
concepts discussed activity sheets.
4. Reinforce what teacher has taught /
5. Assess whether lesson has been mastered /
6. Transfer ideas and concepts to new /
situations

Answer the following questions in your Study Notebook:

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:
Other activity sheets as well as accessible videos that will cater the
needs of the learners.
2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?
Answer:
Constant communication through voice or video call.

3. How can the teacher gather feedback on the different learning tasks, in order
to refine or modify current and future lessons?

Answer:

By letting the parents and learners write their concerns or feedback in each
activity sheets in order to be guided.

Be ready to share your answers for Activity 4 when you meet

with your LAC group after completing this module.
 ACTIVITY 5

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

Guidelines on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook. Follow the example below.

Formative Summative
Assessment
Assessment
Assessment of the Assessment of
learning:to make learners may learning:to measure
adjustment of the be assessed if the student met
individually or the performance &
lesson. collaboratively
content standard.
Results must be Maybe a
recorded to study written Results enable
the pattern work or a teacher to describe
Integration of the performa how well the
lesson nce task students learned the
before,proper and standards.
after the lesson

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
 ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy
Guidelines on Classroom Assessment to see examples such as games, quizzes,
and interviews. These methods that are commonly used in the classroom may be
modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area
that you are teaching? In your study notebook, recreate the following table and
list five methods that you would like to try. For each one, write how you plan to
use it in DL.

Assessment Method How to Adapt the Assessment Method in DL

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. Written Works Sending five-item quiz via text message before the lesson. Taking note of
misconceptions and clarify them to the learners via text message.
2. Performance Task I will give 1-3 activities guided by the rubrics along with the modules once a
week depending on the topic. Feedback may be done via voice call or chat
message.
3. Quarterly Giving it once at the end of the quarter depending on the Deped Order on
Assessment how it could be done.
4.Formative To be included in the learning activity sheets to be given along with the
Assessment modules. Taking note of misconceptions and clarify them to the learners via
text message.
5. Portfolio Making Give instruction at the beginning of the beginning of each quarter. At the end
of the quarter it will be checked and noted upon the retrieval of the outputs.

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? In your study notebook, recreate the following table and
list five methods that you would like to try. For each one, write how you plan to
use it in DL.
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: The common among the group are written work and formative test
because it can be included with the activity sheets.

2. What are the challenges in doing assessment in DL?

Answer: the challenges are the students differences which will be visible
to differentiated learning and the student’s access to mode of delivery.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?

Answer: I think there must be more LAC with regards to assessment to

attend in order that we will have more chances and choices of the
different assessment that we can give.

ACTIVITY 7

Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to
find out how to construct and use it.

After reading the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
 Questions True False
1. A portfolio mainly displays the academic /
achievements of the learner.
2. Testimonies of parents/guardians and learning
facilitators regarding the learner’s progress may be /
included in a portfolio.
3. There is a fixed list of items that should be included /
in a portfolio.
4 . The teacher can only comment on a learner’s /
portfolio.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter /
will submit the portfolio within the schedule that the
teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit /
the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies
or physical forms may be handed over to the teacher by /
the parents or learning facilitators.

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. Write your answers in your Study
Notebook.

Column A Column B
C 1. These are the knowledge, understanding, a. learning area
skills, and attitudes that learners need to
demonstrate in every lesson and/or learning b. mode of delivery
task.
D 2. These are the formative learning opportunities c. learning competencies
given to learners to engage them in the subject
matter and to enhance their understanding of d. learning task
the content.
A 3. This refers to the prescribed subject that
learners take.
B 4. This refers to the method of submission of
learning outputs preferred by the learner/parent
based on their context.
 ACTIVITY 2
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)
Share your prepared WHLP during your LAC Session.
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF MAASIN CITY
CABADIANGAN MULTI-GRADE SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 5 (Group B)

DAY & LEARNING LEARNING LEARNING MODE OF

TIME AREA COMPETENCY TASKS DELIVERY
Monday
7:00-12:00 Delivery/Distribution of SLMs & Activity Sheets
12:00-1:00 LUNCH BREAK
1:00-2:30 MUSIC  The learner Work on Module Parent will hand-in
identifies the kinds of 1: the output to the

notes and rests in a Notes at Rests: teacher in

song. Kilalanin school/drop-off

area.
Work on Module 2
2:30 – 4:00 ARTS Discusses events, Parent will hand-in
practices, and culture Work on Module the output to the

influenced by colonizers 1: teacher in

who have come to our Mga Selebrasyon school/drop-off

sa Pilipinas area.
country by way of
trading.
4:00 – 5:00 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
Preparation e.g. Reflective Journal
Tuesday
6:30 – 8:00 Wake up, Make up your bed, Exercise, Eat Breakfast and Get Ready for an
awesome day
8:00 – 10:30 FILIPINO  Naiuugnay ang Unang Markahan- Pagsusumite ng/ng
mahahalagang Modyul 1: mga magulang sa
kaisipang Karunungang- mga nasagutang
nakapaloob sa mga bayan modyul at mga gawain
karunungangbayan sa mga nakatalagang
drop off
sa mga pangyayari centers/paaralan
sa kasalukuyan.

 Napaliliwanag mo
ang
mahahalagang
kaisipan at sagot
sa mga
karunungang –
bayang
napakinggan/
nabasa;

10:30-11:30 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio

Preparation e.g. Reflective Journal
11:30 – 1:30 LUNCH BREAK
1:30 – 4:00  Nasasagot ang mga  Gawin ang Pagsusumite ng/ng
mga magulang sa
tanong sa Modyul 3: mga nasagutang
modyul at mga gawain
binasa/napakinggang Pagsagot sa sa mga nakatalagang
kuwento at tekstong mga Tanong drop off
centers/paaralan
pang-impormasyon sa Binasa o
Napakinggang
Kuwento at
Tekstong
Pang-
impormasyon
4:00 – 5:00 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
Preparation e.g. Reflective Journal
 Wednesday
6:30 – 8:00 Wake up, Make up your bed, Exercise, Eat Breakfast and Get Ready for an
awesome day
8:00 – 10:30 SCIENCE Use the properties of Work on Module Parent will hand-in
materials whether they 1: Recognizing the output to the
are useful or harmful Useful and teacher in
Harmful Materials school/drop-off
area.
10:30 – Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
11:30 Preparation e.g. Reflective Journal
11:30-1:30 LUNCH BREAK
1:30 – 4:00 Investigate changes that Work on Module
happen in materials 2: How Matter
under the following Changes when
conditions: Applied with Heat
1. presence or lack of
oxygen
2. application of heat
4:00 – 5:00 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
Preparation e.g. Reflective Journal
Thursday
6:30 – 8:00 Wake up, Make up your bed, Exercise, Eat Breakfast and Get Ready for an
awesome day
8:00 – 10:30 ARALING Naipaliliwanag ang Gawin ang Pagsusumite ng
PANLIPUNAN kaugnayan ng lokasyon Modyul 1: mga magulang sa
sa paghubog ng Kaugnayan ng mga nasagutang
kasaysayan Lokasyon sa modyul at mga
Paghubog ng gawain sa mga
Kasaysayan nakatalagang drop
off
centers/paaralan.
 10:30 – Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
11:30 Preparation e.g. Reflective Journal
11:30-1:30 LUNCH BREAK
1:30 – 4:00 Naipaliliwanag ang Gawin ang
pinagmulan ng Pilipinas Modyul 2:
batay sa a. Teorya (Plate Pinagmulan ng
Tectonic Theory) b. Mito Pagkakabuo ng
c. Relihiyon Pilipinas batay sa
Teorya,
Mitolohiya, at
Relihiyon
4:00-5:00 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio
Preparation e.g. Reflective Journal
Friday
6:30 – 8:00 Wake up, Make up your bed, Exercise, Eat Breakfast and Get Ready for an
awesome day
8:00 – 9:30 PHYSICAL  Work on Parent will hand-in
EDUCATION Assesses regularly Module 1: My the output to the
participation in physical Physical teacher in
activities based on the Activity school/drop-off
Philippines physical area.
Pyramid
activity pyramid
9:30-11:00 HEALTH  Describes a Work on Module Parent will hand-in
mentally, emotionally 1: Aspeto ng the output to the

and socially healthy Kalusugan teacher in

person school/drop-off
area.

11:00-12:00 Accomplishment of Self Learning Tasks, Formative Assessment, Portfolio

Preparation e.g. Reflective Journal
12:00-1:00 LUNCH BREAK
1:00 – 5:00 Retrieval of SLMs & Activity Sheets

Prepared by:
Ma. Lourdes C. Orais
Grade 5&6 Adviser
Checked by:
Saragen L. Mullet
School Head
 Yes

ACTIVITY 3

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162.

After you read the guidelines on creating an ILMP, copy and fill out the table below in
your Study Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan (WHLP)

Individual Learning Monitoring Plan (ILMP)

Weekly Home Learning Plan Individual Monitoring Plan

(WHLP) (IMP)
Purpose It is a tool to guide learners and A tool for monitoring learners
the one facilitating in learning or who are left behind based on
household partners in tracking the results of their formative
the subject areas to be discussed and summative assessments.
and activities to be performed at
home.
For whom? Learners and the one facilitating Teachers and learning
in learning or household partner. facilitator or household partner.
Components Learning area, learning Intervention strategies,
competencies, learning tasks, learner’s needs ,Learner’s
mode of delivery. status and monitoring date,
Has to be communicated to Yes Yes
parents?

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.
 ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think of
a possible difficulty the learner may have encountered in accomplishing the
learning tasks. Apply what you have learned about ILMPs in Activity 3 and create
an ILMP for that particular learner who lags behind. Read and use the Individual
Learning Monitoring Plan Template. Consider the components of the ILMP that
were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC
Session.
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.
 INDIVIDUAL MONITORING LEARNING PLAN TEMPLATE

Source: DepEd Memorandum DM-CI-2020-00162

Learner’ Name: Jeff Albero

Grade Level: Grade 6
Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
Provided Insignificant Significant Mastery
Progress Progress
Struggles to *Seek help October
understand from a capable 15, 2020
Math
and solve family member
mathematical or neighbour /
problems. who
undergone
education in
answering the
modules.

*sufficient
time must be
given for the
learners to
accomplish the
modules

*providing
learning
activities that
will be suited
to the learning
of the student

*providing
direct
guidance and
supervision

*home
visitation
scheduling
Intervention Status Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised.
Learner is making significant progress. Continue with the learning plan. /

Learner has reached mastery of the competencies in learning plan.

Answer:
Poor internet connectivity that hinders the downloading and assessing of MELCs
and ADM Learning Resource Standard. Not all teachers and learners have internet
connection. Not all learners have gadgets to be used.
 RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material... YES NO Cannot be
determined
1. Connected and relevant to the MELCs? /
2. Appropriate to the grade level and learner /
characteristics in terms of language, activities?
3. easy to reproduce and/or disseminate? /
4. from a credible source/author? /
5. culture- and gender-fair? /
6. free from red flags on possible copyright and /
plagiarism issues?
7. the layout and format easy to read and pleasing to /
the eyes?
 This help us determine the criteria we need to check while looking at our
printed SLMs.
 ITEMS STRONGLY AGREE DIS-AGREE STRONGLY
AGREE DIS-AGREE
I CAN USE THE /
MODALITY WITH
EASE
ICAN
CONFIDENTLY
USE THE /
PLATFORMS IN
THE MODALITIES
I CAN USE THE
PEDAGOGIES
ASSOCIATE WITH /
THE MODALITIES
AND PLATFROMS

I CAN VERY WELL

MANAGE MY
LEARNERS/IN THE /
MODALITY THAT
MY SCHOOL HAS
ADOPTED
 Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity

1. What particular professional standards in the PPST do you need to focus on to effectively use
the LDMs in relation to the content and pedagogy of the learning area/s you are teaching? Write
your answer and other insights in your Study Notebook.

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

PROFESSIONAL STANDARDS IN INSIGHTS

DOMAIN THE PPST DO I NEED TO FOCUS ON
THE EFFECTIVELY USE OF LDMs
IN RELATION TO THE CONTENT
AND THE PEDAGOGY OF THE
LEARNING AREA/S I WILL BE
TEACHING
Modelling a comprehensive selection of Since learning modality has
effective teaching strategies that drastically changed in this school
promote learner achievement in year due to global health pandemic,
literacy and numeracy. careful selection of the teaching
strategies that promote learner
achievement in literacy and
numeracy should be addressed
properly.
Applying comprehensive knowledge of There is a need to address a safer and
and acting as a resource person for secure learning environment
policies, guidelines and procedures that especially now that Covid-19 is still
relate to the implementation and safe infecting people. Health protocols
secure learning environment of the must be observed always.
learners.
Modelling and exemplary practice and Careful planning of the lessons
leading colleagues in enhancing current should take place. Teacher must
practices in the planning and consider that learning modality is
management different now compared before.
Leading initiatives in the evaluation of Teacher should adapt appropriate
assessment policies and guidelines that assessment method
relate to the design, selection,
organization and use of effective
diagnostic, formative and summative
assessment.
Building a strong relationship with the Constant communication
guardians/parents

I need to develop and give more focus on the Domain no.1 which is the Content Knowledge Pedagogy. As my
self-assessment where I got only the agree level so there’s a room for my improvement. I also need to
develop the Domain 6 which is the community linkages and professional engagement. I need to build strong
relationship wit the parent/guardians of my students to deliver quality supervisory among them as well as
with my co mentors in aschool.
 What is your goal What will push you to What will help you
toward improving your achieve this goal? attain this goal?
teaching practices in the
modalities?
To produce quality output, Improving my teaching To continue my
readers ready and well- strategies and practices professional development
equipped that will be suited for my
students
Can make the best and Learning to unpacking and Study and apply the
efficient lessons for the combining the MELCs MELCs given by DepED
new normal class
Provide the quality Applying the assessment Creating an account in
modules for my students learning tool in choosing LRMDs and DepED
in Modular Distant learning resources for the Commons.
Learning this New modules.
NOrmal
Be informed in the Quality instruction amidst Participating in the
application of the modality the pandemic. In the webinars and LAC
and implemented by the absence of F2f, the need to Sessions
school. guarantee effective
implementation of LDM.
 INDIVIDUAL DEVELOPMENT PLAN

STRENGHTS DEVELOPMENTAL ACTION PLAN TIMELINE RESOURCES

NEEDS (Recommended Developmental NEEDED
Intervention)

LEARNING INTERVENTION
OBJECTIVES
OF PD
PROGRAM

Focusing teaching Produce quality output, Producing Attending seminars Whole year School funds
and Learning readers ready and well- quality about curriculum round
equipped outpputs and lesson planning and
learners ready teaching strategies
Focusing teaching Can make the best Making lesson Attend orientation Whole year School funds
and Learning and efficient lessons plan align with about MELCs, LAC round
for the new normal the MELCs by Session, discussing
class DepED MELC based lesson
plan
Support curriculum Provide the quality Applying the Attending seminars INSET-LAC School funds
management and modules for my assessment about learning session personal
implementation students in Modular learning tool resources, LRMDs
Distant Learning this in choosing and DepEd
New NOrmal learning commons.
resources for
the modules.
 PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE
MODALITIES
Making Lesson Plan align with the MELCs unpacking and combining
MELCs by DepED
Applying the assessment tool in choosing Learning Resources, using of LRMDs and
learning resources for the modules. DepEd commons
To manage learners behaviour Apply more positive and effective
constructively by applying positive and strategies to develop and manage
non-violent discipline to ensure learning behaviour of the learners
focused environment
 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 and jot down your answers in your Study
Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
Answer: Portfolios can encourage students to take more ownership and
responsibility over the learning process. In some schools, portfolios are a way for
students to critique and evaluate their own work and academic progress, often
during the process of deciding what will be included in their portfolios.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
Answer: The evidences from the previous modules that will help capture the
progress of my teaching practices are Unpacked MELCs, WHLP. ILMP and LDMs.

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

Answer: In every task given, one must have a reflection. Reflection is a process of
exploring and examining ourselves, our perspectives, attributes, experiences and
actions/interactions. It helps us gain insight and see how to move forward.
Reflection is often done as writing, possibly because this allows us to probe our
reflections and develop them more thoughtfully.
 ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form.

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

Answer: Yes, the list is enough to capture the progress of teaching practice
since it is a list with evidence and on current basis.

Activities Timeline Outputs

Documentation of Lesson October to November At least two recorded
Delivery lesson
Researching and October to November Lesson Plans at least two
incorporating Teaching per month
Strategies in the
Modalities
Participation in October to November Certification and
recognized PDs that are participation wit PD
aligned with the credit units
professional goals
anchored on PPST
Organizing the November Professional Portfolio
Professional Portfolio
Submission of Portfolio November Certificate of Submission
to coaches
 ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

ACTIVTTY 5

Based on the sharing and discussion in your LAC, finalize your list of evidence in the List
of Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a
copy for yourself

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1.
Study the criteria and indicators found in the Evaluation Rubric. What steps will
you take to ensure that you are able to hit the criteria in the Rubric? Write down
your answers and any other thoughts about the Rubric in your Study Notebook.

- Make sure that the goals are achievable.

- Identify the problems and solve them beforehand.
- Find alternatives.
- Select feasible strategies.
 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.