JUAN A. DELA CRUZ
LAC MEMBER
LAC ID: TNHSMAIN300996001
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:
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
Answer:
3. What are the two support mechanisms that will help you with your learning in this
course?
Answer:
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:
2. How can I ensure that I am able to sustain my strengths and address the obstacles that
will hinder me from completing this course?
HABITS
OBSTACLES
MOTIVATION
ENVIRONMENT
(What is it that I
repeatedly do that may
affect my participation
in the course in a
positive or negative
way?)
(What will prevent me
from participating fully
in this course?)
(What will push me to
participate in this
course?)
(Where will I
accomplish the
requirements of this
course? Describe this
environment.)
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:
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 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.
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:
To improve the teaching-learning process to improve learning among students
To nurture successful teachers
To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2. What are the top three challenges to having a successful LAC? List down and elaborate.
1.
2.
3.
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.
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
LAC Members
LAC Leader
Coach
Name & Position:
Name & Position:
ACTIVITY 3
List down the members of your LAC and their respective roles.
Name
Roles
Names:
1.
2.
3.
4.
5.
6.
REFLECTION
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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:
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:
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:
2. How does curriculum review aid in the identification of essential learning
competencies?
Answer:
3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer:
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:
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
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.
K to 12 Learning
Competencies
MELCs
Merged/Clustered
Retained
Dropped
n/a
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:
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answer:
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
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
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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:
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:
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 Learning
Modality
Distinguishing
Feature
Essential
Resources
Role of
Teacher
Role of Parent
or Household
Member
Role of School
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning
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
(1 to 5, from easiest to
hardest to implement)
Type of DL
Why?
1
2
3
4
5
ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write down
your answers and share your ideas at your next LAC Session.
Learner Group
Targeted Intervention
Learners without parents or household member who can guide and
support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
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:
2. Why is lesson designing important?
Answer:
3. What are the three elements or components of a well-designed lesson?
Answer:
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3)
after the lesson.
Before the Lesson
Lesson Proper
After the Lesson
Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1.
2.
3.
4.
5.
6.
Wrap up activities
Review previous lesson
Clarify concepts from previous lesson
State lesson objectives as guide for learners
Provide learners with feedback
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
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and
DLP. To find out the instructional principles behind these learning tasks, you may refer to the
article Principles of Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
ACTIVITY 4 (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):
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:
ODL
MDL
TV/RBI
BL
Additional Remarks:
Part of Lesson / Learning Tasks
Check if already
present in the
SLM
(ex. can be done via voice calls,
can be facilitated by a
household partner,
can be done via a learning
activity sheet, can be
presented via an internetbased 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 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 the
concepts, ideas, skills, or processes that students will
eventually internalize
2. Help learners understand and master new
information
3. Provide learnerswith feedback
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities
2. Emphasize keyinformation and concepts
discussed
3. Ask learners torecall keyactivitiesand concepts
discussed
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:
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:
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:
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer:
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
Assessment
assessment FOR
learning:
to make adjustments
in the lesson
learners may
be assessed
individually or
collaboratively
Summative
Assessment
assessment OF
learning:
to measure if the
student met the
performance and
content standards
Your answer:
Formative
Assessment
Summative
Assessment
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.
Assessment
Method
Example: Short
quiz
How to Adapt the Assessment Method in DL
I will send a three-item quiz via text message before the lesson. Based on the responses, I
will take note of the common misconceptions and clarify them 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.
Questions
True
False
1. A portfolio mainly displays the academic achievements of the learner.
2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work on their outputs
during their own time. The latter will submit the portfolio within the schedule
that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be
handed over to the teacher by the parents or learning facilitators.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show
how much they have learned.
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
1. These are the knowledge,
understanding, skills, and attitudes that
learners need to demonstrate in every
lesson and/or learning task.
2. These are the formative learning
opportunities given to learners to
engage them in the subject matter
and to enhance their
understanding of the content.
3. This refers to the prescribed subject
that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent based
on their context.
Column B
a. learning area
b. mode of delivery
c. learning competencies
d. learning task
Check your answers using Lesson 3, Activity 1 Answer Key.
ACTIVITY 2 (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 Plan
(WHLP)
Individual Learning
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
Learning
Area
Intervention
Status
Learner’s
Needs
Intervention
Strategies
Provided
Monitorin
g Date
Learner’s Status
Insignificant
Progress
Significant
Progress
Mastery
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.
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
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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...
YES
NO
Cannot be
determined
1. Connected and relevant to the MELCs?
2. Appropriate to the grade level and learner
characteristics in terms of language, activities?
3. easy to reproduce and/or disseminate?
4. from a credible source/author?
5. culture- and gender-fair?
6. free from red flags on possible copyright and
plagiarism issues?
7. the layout and format easy to read and pleasing
to the eyes?
Reflection Questions:
1. Was the material able to meet all the requirements?
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...
YES
NO
Cannot be
determined
1. Connected and relevant to the MELCs?
2. Appropriate to the grade level and learner
characteristics in terms of language, activities?
3. easy to reproduce and/or disseminate?
4. from a credible source/author?
5. culture- and gender-fair?
6. free from red flags on possible copyright and
plagiarism issues?
7. the layout and format easy to read and pleasing
to the eyes?
Reflection Questions:
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.
ITEMS
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.
STRONGLY
AGREE
AGREE
DISAGREE
STRONGLY
DISAGREE
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:
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?
What will push you
to achieve this goal?
What will help you attain
this goal?
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 nonDepEd 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
Strengths
Developmental
Needs
Action Plan
(Recommended Developmental
Intervention)
Learning
Objectives of the
PD Program
Timeline
Resources
Needed
Intervention
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 OBJECTIVES
RELATED TO THE MODALITIES
SPECIFIC TOPICS
REFLECTION
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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:
2. What evidence from the previous modules will help capture the progress of your
teaching practice?
Answer:
3. Why is writing down your reflections an integral part of your Portfolio?
Answer:
ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form.
List of Suggested Evidence in the Learning Delivery Modality
ACTIVITIES
TIMELINE
OUTPUT/S
Documentation of Lesson Delivery
August to November
At least 2 recorded lessons (online learning)
Or
Researching and Incorporating
Teaching Strategies in the Modalities
August to November
Lesson Plans (at least 2 per month)
Participation in recognized PDs that
are aligned with their Professional
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)
August to November
Certification of Participation with PD credit
units
Organizing the Professional Portfolio
December
Professional Portfolio
Submission of Portfolio to Coach/es
December
Certificate of Submission
Co-Learning with Peers and Coach/es At least once a
month starting
September 2020
Video Recording
Other Types of Evidence relevant to your modalities (as discussed in your LAC):
ACTIVITIES
TIMELINE
OUTPUT/S
Note: Add more rows as needed.
 Is the list of evidence enough to capture the progress of your teaching practice?
Answer:
 What other evidence can you think of that is relevant to the LDM adopted by your
School?
Answer:
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
Other Types of Evidences relevant to your modalities (as discussed in your LAC):
ACTIVITIES
Note: Add more rows as needed.
TIMELINE
OUTPUT/S
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.
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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Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!