MODULE 1: COURSE ORIENTATION

Activity 1: ADM Course Overview Reflection

Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights into your Study Notebook.
1. What is the main delivery of this course?

The main concern of this course is to prepare teachers in the new normal setting by
using DepEd continuity plan and help teachers in determining the appropriate modalities
to use whether distance learning, blended learning, or homeschooling.

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

This course is very helpful to the teachers because it introduces the teachers to the
broader idea of LDM’s platforms, guides the teachers in proper implementation of the
LDM’s and it gives different methods on how to prepare learning materials needed for
the LDM’s while observing the COVID19 Protocol.

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

The two support mechanisms that can help me with this course are the LDM1 and
LDM2 whereas LDM1 focused on the implementation and management of the
alternative learning delivery system at all levels while LDM2 is intended for the teachers
and it focused on the instructional implications.

Activity 2:
Answer the following questions by copying and filling out the table in your Study
Notebook.

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

negatively) my participation in this course?
My personal characteristics positively affect my participation in this course. It will be a
great help for me in accomplishing the different tasks in LDM2. My perseverance and
thirst for innovation will help me accomplish all the activities prepared in LDM2.

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

I can ensure that my strength will be sustain throughout the course because I am
optimistic to new challenges and I persevere every challenges I face. Also, I can turn
my weaknesses into strengths which helps me surpass activities and challenges hence
it is beneficial in this course – LDM2.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

Reading Noise from Vocabulary, Bed room that is

neighborhood adventure, and new clean, neat, and
learnings from the humid.
book read

Activity 3: Think-Pair-Share | FGD

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

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, 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 to 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?

One of the fundamental concerns in terms of curriculum standards that need to

be addressed in order to ensure learning continuity is the learning standards. Learning
standards should be relevant and flexible to address the complex, disruptive, volatile,
and ambiguous impact of COVID-19 in the Philippines particularly in the basic education
sector. Thus, Most Essential Learning Competencies (MELCs) was created to be used
nationwide by field implementers for SY 2020-2021. Such kind of concern cannot be
done alone by the teachers themselves hence different organizations, bureau
specialists, academic experts, and field implementers should work together to reach a
consensus in determining the most essential competencies which was successfully
done in the mid of 2019.

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 in the poor
performance of Filipino learners. Do you agree with this observation? Why or why not?

Aside from the need to follow global trends and not get left behind, the implementation
of K to 12 in the Philippines is mainly to decongest the curriculum. Still, so much is
taught in a single year that students cannot take in all the learnings. As a matter of fact,
there are competencies that are redundant. The department is squeezing too much to
our young learners that they could no longer take in too much input. They need space to
breathe, reflect, and ponder on what we have been teaching them. Too much input is
sometimes not good.

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

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

Because of the current global health crisis that affects approximately 87% of the world’s
student population, or 1.5 billion learners, the development of MELC was initiated.
According to UNESCO, 2017 “Education cannot wait. If learning stops, we will lose
human capital.” Meeting the needs of the most vulnerable populations during these
times is essential to achieving SDG4. Thus, the Department of Education affirms its
commitment to sustaining the delivery of quality, accessible, relevant, and liberating
Philippine basic education services anchored on the Sulong Edukalidad framework. As
a result, DepEd came up with the Most Essential Learning Competencies (MELCs). The
release of the MELCs is not just a response to addressing the challenges of the current
pandemic but is also part of the Department’s long-term response to the call of SDG4 to
develop resilient education systems, most especially during emergencies.

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

competencies?

The curriculum review aid in the identification of essential learning competencies by

mapping of the essential and desirable learning competencies within the curriculum,
Identifying the prerequisite knowledge and skills needed to prepare students for
essential learning competencies, and analyzing the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area. These
review led to the identification of gaps, issues, and concerns. It is very helpful in
providing quality, relevant, and liberating education to the learners which is one of the
continuing commitment of Secretary Leonor Magtolis-Briones.

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

learning competencies?

Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for
subsequent grade levels and consequently, for lifelong learning. On the other hand,
desirable learning competencies were defined as what may enhance education but may
not be necessary in building foundational skills.

4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning competencies
further?

A list of the characteristics of essential learning competencies was provided to help

participants decide which among the learning competencies are deemed most
important. Learning competency is essential if it is aligned with national, state, and/or
local standards/ frameworks (e.g., scientifically-literate Filipinos); it connects the content
to higher concepts across content areas; it is applicable to real-life situations; it would
be important for students to acquire the competency; after s/he left that particular grade
level; and it would not be expected that most students would learn this through their
parents/communities if not taught at school. These characteristics are based on a US-
developed competency validation rubric, which is intended to assure that learning
competencies can reach the highest level of quality and comparability across schools
(New Hampshire Department of Education, 2012); adaptations were made for relevance
in the Philippine context.

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

The releasing of the MELCs does not downplay the standards set by the K ton12
curriculum guides. Rather, they serve as one of the guides for teachers as they address
the instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery schemes
by providing them ample instructional space. The MELCs are implementable as long as
the designed activities also teach the procedures and processes on how and when to
apply those knowledge and skills in a given context. With these, Filipino learners are
guaranteed relevant and quality basic education despite the current health crisis.

Activity 3: (per learning area)

1. Prepare a copy of your learning area’s original K-12 Curriculum Guide and a
corresponding list of MELCs.
2. Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs.
3. 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 MELCs
Competencies

Merged/Clustered
Identify the notable Analyze literature as a
literary genres mirror to a shared
heritage of people with
contributed by Southeast diverse backgrounds
Asian writers.

EN8LT-IIIa-11
 Identify the
distinguishing features of
notable poems, short
stories, dramas, and
novels contributed by

Southeast Asian writers

EN8LT-IIIa11.1

Retained
Determine the meaning Determine the meaning
of words and of words and
expressions that reflect expressions that reflect
the local culture by the local culture by
noting noting

context clues context clues

EN8V-If-6

Dropped
Judge the relevance and N/A

worth of ideas presented

in the

material viewed

EN8VC-IIIf-19

Activity 4: FGD

1. In your LAC Session, discuss and share your answers to Activities 1-3 in this
lesson.
2. Discuss any questions about the MELCs that need clarification as well.
3. 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.

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?

Unpacking the MELCs helps in systematizing the learning activities and it effectively
addresses the varying needs of learners and the challenges of instructional deliveries.
On the other hand, since MELCs in each learning area are all interrelated and anchored
on the content and performance standards, combining at least two MELCs allow
teachers to effectively design instructional resources without veering away from the
standards prescribed by the curriculum.

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

In unpacking the MELCs into learning objectives, you need to consider the following:

1. Alignment on the Content and Performance Standards - The MELCs are not a
departure from the standards-based design, which is one of the main features of the K
to 12 Curriculum. In fact, there are no MELCs without the content and performance
standards.

2. Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater
to higherorder cognitive demands. As such, lower cognitive demand may be considered
first in creating learning objectives. This ensures that prerequisite knowledge and skills
that would enable the achievement of MELCs, and eventually the content and
performance standards, are addressed.

3. Logical sequence of learning objectives - Since the intention of unpacking the MELCs
is to provide systematic learning experiences for learners, it is incumbent that the
unpacked learning objectives follow a logical sequence.

In combining MELCs, field implementers should take note of the following criteria:

1. Commonality of content, topic, or theme - MELCs to be combined should show

commonality and relatedness in content, topic, or theme. This ensures that essential
content and topic will not be watered down.

2. Alignment with the Content and Performance Standards - Just like in the unpacking
of MELCs,
combining two or more should aid in the achievement of the content and performance
standards.

To reiterate, MELCs are not a departure from the standards-based design of the
curriculum.

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

All MELCs need to be addressed in order to effectively address the varying needs of
learners and the challenges of instructional deliveries. On the other hand, not all MELCs
should be combined. If a certain competency is very important -- observable, enduring,
a foundation for further lesson – there is no need to combine the competencies.

Activity 2: (per learning area)

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 its unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from each
group will be considered in enhancing the learning objectives.
4. 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.
5. Discuss and jot down the synthesis of the presentations in your Study Notebook.

Unpacking of MELCs

MELCs Learning Objectives

Organize information about a chosen 1. Recognize graphic organizer.
subject
2. Utilize graphic organizer in
using a graphic organizer presenting an idea or a topic.

EN8SS-IIIa-1.10 3. Identify information, subtopics, ideas

related to the chosen subject.

4. Organize ideas about a chosen

subject.

5. Show appreciation of the use of

graphic organizer.

MELCs COMBINED MELCs

Develop paragraphs that illustrate each text Present develop paragraphs that
type (narrative in literature, expository, illustrate each text type (narrative
in literature, expository,
explanatory, factual and personal recount, explanatory, factual and personal
persuasive) recount, persuasive) to be
presented as a self-composed
speech using appropriate ways of
speaking that vary according to
Deliver a self-composed speech using all
purposes, audience, and subject
the needed speech conventions
matter.

Activity 3: (output submission)

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

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 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 learning is an instructional method where course content and learning

material are taught in person to a group of students. This allows for a live interaction
between a learner and an instructor. It is the most traditional type of learning instruction.

Distance learning, also called distance education, e-learning, and online learning, form
of education in which the main elements include physical separation of teachers and
students during instruction and the use of various technologies to facilitate student-
teacher and student-student communication.

Homeschooling or home schooling, also known as home education, is the education

of children at home or at a variety of places other than school. It is usually conducted by
a parent, tutor, or an online teacher.

Blended learning is an approach to education that combines online educational

materials and opportunities for interaction online with traditional place-based classroom
methods. It requires the physical presence of both teacher and student, with some
elements of student control over time, place, path, or pace.

Now, answer this question:

Which of the LDMs does not have a F2F learning component?

Answer: Distance Learning and Home Schooling if it is done via distance learning
Write down your answer in your Study Notebook, then check it against Lesson 1,
Activity 1

Answer Key 2.

Activity 2: (Completion of DL matrix) + FGD

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.

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: (Ranking of DL types) + FGD
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
Modular Distance Learning The easiest way to
 (MDL) implement and the fastest
way to collect, and
retrieved finished outputs
of the learners.

2
Online Distance Learning This is the second because
(ODL) not all students have an
internet connection.

3
Blended Distance Learning This is better be put in the
(BDL) middle for it caters two
kinds of modality. It can
either be easy or difficult
because of its
characteristics.

4
Radio Based Instruction It requires a lot of
(RBI) preparations. The
implementation may be
expensive because of the
materials, scripts, and
channel contract.

5
TV Based Instruction (TVI) This one is difficult to
implement because it is
expensive to air and
requires specific frequency
in Television.

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. - FGD

Learner Group Targeted Intervention

Learners without parents or household Provide a cell phone number to be use as

member who can guide and support means of communication for proper
their learning at home guidance in doing different tasks in the
module. Also, continually monitor the
progress of the child by making a weekly
supervisory plan.

Struggling readers (Grades 4-12) Provide various children stories with

comprehension questions and 3
vocabularies per day. Also, continually
monitor the progress of the child by making
a weekly supervisory plan.

No access to devices and the Internet

Provide a module. Give a cell phone
number to be use as means of
communication for proper guidance in
doing different tasks in the module. Also,
continually monitor the progress of the child
by making a weekly supervisory plan.

Inaccessible (living in remote and/or

unsafe areas) Provide modules with clear instructions and
a thorough feedback written in every
checked output. Also, continually monitor
the progress of the child by making a
weekly supervisory plan.

Persons with Disabilities Provide modules with clear instructions and

suited to their needs. Give a a thorough
feedback written in every checked output.
Also, continually monitor the progress of
the child by making a weekly supervisory
plan.

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 in your Study
Notebook:

1. What is Lesson Designing or Lesson Planning?

lesson planning is the process of developing lessons, assignments, units, and projects
to teach students knowledge and skills. Curriculum design incorporates district- and
state-mandated learning standards and objectives (e.g., Common Core State
Standards).

2. Why is lesson designing important?

Lesson planning is a significant element of teaching-learning system. A lesson plan is a

step-by-step guide that provides a structure for an essential learning. It is important
because it helps the teacher in maintaining a standard teaching pattern and does not let
the class deviate from the topic.

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

1. Clearly articulated lesson objectives (What should be taught?)

2. Well-selected and logically sequenced presentation of learning resources and

activities

to help learners meet the objectives (How should it be taught?)

3. Appropriate and timely assessment activities that provide relevant information and

feedback for both teachers and learners (How should learning be assessed?)
Compare your answers to those found in Lesson 2, Activity 1 Answer Key. 18 Module
3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)

ACTIVITY 2: learning tasks

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

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.

List of Learning Tasks:

1. Wrap up activities
2. Review the previous lesson
3. Clarify concepts from the previous lesson
4. State lesson objectives as a guide for learners
5. Provide learners with feedback
6. The present connection between old and new lessons and establish a purpose for a
new lesson
7. Emphasize key information and concepts discussed
8. Assess whether the 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 the teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson 16. 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.

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

Answer: Reflection is accomplished after a lesson is delivered. It is a critical process for

supporting for the growth and development of a teacher as a professional. At the end of
each lesson, the teacher should reflect on the experience and analyze its effectiveness.
This part of the process consists of two parts: the reflection and the analysis. The
reflection component make the teacher think about the overall impressions and feelings
that he/she had. The analysis part addresses the lesson’s effectiveness – to what extent
did the students meet the objectives stated in the lesson plan. Make a claim about
student learning and support it with evidence that was gathered from the lesson.

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:(per learning area)+ presentation

1. Read the handout Designing Lessons in DL.

2. In your Study Notebook, recreate and accomplish the following table.
3. Then choose one lesson from a Self Learning Module (SLM) for students that
you have on hand.
4. Imagine that you will deliver this lesson to your learners through DL.
5. In the second column, identify which of these tasks are already present in the
SLM.
6. 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): o ODL o MDL o T V/RBI o BL

Grade Level and Learning Area: Grade 8 English

Lesson/Topic: Context Clues

Learning Objectives: Determine the meaning of words and expressions that reflect the
local culture by noting context clues

Learning Resources/Materials Needed: Any textbook and Module in G8 English

Part of Lesson / Check if already Additional Remarks:

Learning Tasks
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
internet based
resource, can be
facilitated during a
synchronous learning
session, etc.)

Before the Lesson

1. Review previous can be facilitated by a

lesson household partner

2. Clarify concepts from

previous lesson
can be presented using
3. Present warm-up / supplementary learning
activities to establish materials
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, / can be facilitated by a
demonstrate, and household partner
illustrate

the concepts, ideas,

skills, or processes that can be done via voice
students will eventually
internalize calls

2. Help learners /
understand and master
can be presented using
new information
supplementary learning
3. Provide learners with materials
/
feedback

4. Check for learners’

understanding /

After the Lesson

1. Wrap up activities / can be facilitated by a
household partner
2. Emphasize key /
information and concepts
discussed
can be done via voice
3. Ask learners to recall /
key activities and calls
concepts discussed

4. Reinforce what teacher

has taught can be presented using
supplementary learning
5. Assess whether lesson materials
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?

Create a recorded video that can be access by the students using technology-mediated
resources like Facebook, Youtube, Google drive etc. This way they can learn the
learning task not included in the SLM anytime they have internet connection for
Facebook, YouTube or the likes.

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?

I can give my contact number so that they can ask me anything related to the lesson
their child must learn and I can give continuous support in monitoring and giving of
feedback for the child’s improvement.

3. How can the teacher gather feedback on the different learning tasks, in order to refine

or modify current and future lessons?

Look at the common problems encountered by the students in answering the modules
given and construct or plan lessons that help address those problems to help the child
improve and lesson the number of negative feedback the students are receiving.

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. The 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
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
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: (per learning area / not - pwede)

1. 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.
2. These methods that are commonly used in the classroom may be modified to be
suitable for DL.
3. Which assessment methods can you adapt in DL considering the content area
that you are teaching?
4. In your study notebook, recreate the following table and list five methods that you
would like to try.
5. 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

Short quiz 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.
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.

2.
Questions will be presented using a PowerPoint
presentation with timer (ODL) or it will be send
through text message before and after the
discussion. (MDL)

3.
Students will write their list of nouns in their
answer sheets (MDL) or they will utter their
answer over their gadget to be heard (ODL)

4.
Students will be called over the phone (MDL) or
they will be called using any technology-
mediated resources (ODL)

5.
Questions will be presented using a PowerPoint
presentation with timer (ODL)

PRESENTATION
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?

The different types of test are the common assessment method among the group
members.

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

The challenges in doing an assessment in DL is its reliability and validity.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?

Make a consensus of the best strategy in facilitating assessments in Distance

Learning and read articles and researches about assessments in distance learning.
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
ePortfolio 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. 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 b. mode of delivery
demonstrate in every lesson and/or l c.learning competencies
earning task. d. learning task
__d__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.

__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.

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

The check-up activity introduced you to the key components of a Weekly Home
Learning Plan (WHLP), namely, the learning area, learning tasks, learning
competencies, and the mode of delivery.

The WHLP serves as a guide for your learners on what they need to accomplish each
week when they do independent study at home (DepEd, 2020). It outlines the learning
tasks that learners need to do, using the SLM, in order for them to attain the most
essential learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample
Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to
the lesson number and/or activity number in the SLM as shown in the Sample Weekly
Home Learning Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they follow
the prescribed schedule in the plan. Remember also that part of guiding learners is to
give enhancement or remediation activities when needed and when possible.

Activity 2:(per learning area)

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. (FGD)

Activity 3: (comparison of WHLP & ILMP)

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 Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)

Purpose
A tool to guide learners A tool for monitoring learners
and learning facilitators or who lag behind based on the
household partners in results of their formative and
tracking the subject areas summative assessments
to be tackled and activities
to perform at home

For Whom?
Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
 Components
Learning area, learning Learner’s needs, intervention
competencies, learning
tasks, mode of delivery strategies, monitoring date,
learner’s status

Has to be communicated
to parents? Yes Yes

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: (presentation+FGD)
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.
(FGD)

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Marie Ann Teodoro

Grade Level: 8

Learnin Learner’ Interventio Monitorin Learner’s Status

g Area s Needs n g Date
Strategies
Insignifica Significan Master
Provided
nt t y
Progress Progress

English Learner Provide December

acquired more 15, 2020
failing guided
scores in activities
some of before
the proceeding /
activities to
of independen
Module 1 t activities

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

Status 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.

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.

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 in your Study Notebook:

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

adopted by your School/Division?

For online distance learning we have the Online SLM, Online

Activities/Exercises, and for the Modular Distance Learning we have the printed SLM.
2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs

are not complete or not available, what steps will you take to make these available?

What are your options to substitute these missing LRs?

As of the moment the LRs that I needed for my subject are not yet complete. If in
case, the LRs are still not available before the opening of class, I will prepare alternative
LRs that I can use in the opening of the class.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR

Portals? From whom can you get this support?

Teacher needed different seminar and workshops regarding LR portals to

maximize the use of it. Such things can be achieved if the supervisors work hand-in-
hand in providing technical assistance using any means about seminar and webinars
that would help teachers use DepEd-sanctioned LR portals with ease and make their
work easier.

4. Based on your evaluation of the materials, are they appropriate to the level and

characteristics of learners? Are there learners who might be disadvantaged by the

materials (based on reading ability, level of learning independence, level of household

support, distance)? What adjustments will you make in terms of the LRs?

The LR materials are all appropriate to the level of our learners for he reason that
it is based on the MELCs. On the other hand, we cannot set aside the idea that learners
have varied learning ability thus requires differentiated instructions. It might be
considered that the materials are disadvantageous in the case of the students who
show poor performance in reading and comprehension while those who are good
in reading and comprehension are advantageous. With this, the teacher must do
something like provide a different LR for that specific student he/she has.
Activity 2: (FGD)

In your LAC Session, share and discuss your answers from the previous activity.

What support can you provide to your colleagues and what support can you get from
them in terms of LRs?

Take note of the insights that you can gather from your colleagues and write them in
your Study Notebook.

After having a community of learning with my colleagues, we came up with the different
ideas regarding LR. Learning Resources and SLM for the first week of the quarter are
ready for Modular Distant Learning. The only support my colleagues and I can offer is to
staple the papers printed to be distributed to the learners.

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. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to

your LR needs and those of your learners’? How do they complement the LRs that you
already have?
 Our school offers Modular Distance Learning and Online Distance Learning. With
the help of the two DepEd portals, teachers can easily access the learning resources
and SLM. Also, it gives the teachers other sources they can use aside from the Self-
Learning Modules which are made by the teachers.

2. What are the challenges in accessing the LRs in the portals both for you and your

learners? How will you overcome these challenges?

I see two challenges in accessing the LRs in the portals. First is you must have
an internet connection to be accessed and the second is you must have gadgets like
laptop or cellphone to be able to access. I can overcome these challenges by printing
the LRs in the portal and distribute it to my students who cannot access it because of
those reasons so that everyone will have a copy.

3. What support will you need to be able to maximize the use of the LR Portals? From

whom can you get this support?

Accessing the DepEd LR potals to obtain the SLM requires internet access and
administrator permission. The school’s ICT coordinator can be very helpful in giving the
teachers a support to access the DepEd LR portals.

Activity 2: (presentation+FGD)

In your next LAC Session, share and discuss your answers to the questions in Activity
1.Explore how you can help and support each other in using the LR portals.
Jot down the insights and helpful information regarding the use of the LR portals in your
Study Notebook.

Everyone in our group shared their experience and insights about the use of DepEd LR
portals. Everyone seems to have the same observation and insights about it. As a
nutshell, all the teachers agree that the DepEd LR portals are very helpful and must
always be used in the field of teaching.

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 in
your Study Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES

LR Portal

Grade 8 English — Grammar Awareness

ID- 8998

Title: Super stories: The Abandoned House: nouns and adjectives (Flash player)

Resource Type: Learning Material

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?

Yes because the material is based on MELC

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?

None. I will only use the LR materials as supplementary material to my class

because the division office already prepared the Self Leaning Materials.

3. Are there other aspects of the material not covered by the tool but still need to be

assessed? Specify which aspect/s.

The localization and indigenization of the materials.

4. How does this exercise help you in picking the right and appropriate LRs for your

lesson and your learners?

It gives me an idea if the materials that I decided to use are already enough for
the opening of classes.

RAPID ASSESSMENT OF LEARNING RESOURCES

Grade 8 English

ID- None

Title: Supplement Secondary Quarter 1

Resource Type: Supplementary Materials

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?

No because the material provides general various activities in all grade levels. It is not
easy to reproduce because it contains a lot of graphics.

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?

Yes. The learning materials is very catchy but it contains scattered

learning competencies making the learning random or not in sequence as planned in
the curriculum.

3. Are there other aspects of the material not covered by the tool but still need to be

assessed? Specify which aspect/s.

None. Every aspect is met.

4. How does this exercise help you in picking the right and appropriate LRs for your

lesson and your learners?

Since this exercise makes the teacher search for many other reliable
learning resources, it gives me a lot of options on what is best for my class and what is
not. This activity offers a lot of variety of choices for teachers to choose from for their
varied kind of learners. Also, having a lot of reference lessens the time of planning and
creating of appropriate materials for my class.
Activity 2:

Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study
Notebook:

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?

DepEd prescribe LRs are reliable and aligned in the basic requirement needed
for choosing LR’s while non deped LR’s sometimes deviate from the requirements of
standards LR’s.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?

Various DepEd personnel examines the DepEd Materials before posting it in the
DepEd portal so it can be said that there is no need to revise.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

It helps me decide which specific LRs is much appropriate, beneficial, and

effective to use to my students.

Activity 3:

Choose one of the LR materials that you have developed. Assess this material using
the same tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online
portals?

I created a worksheet for the first quarter entitled as Learners’ Activity Worksheet
in Esp. As I compare my work to one of the LRs in the portal, I notice that I didn’t meet
some of the requirements prescribed by DepEd.
2. What improvements do you still need to make in your developed material?

I have to observe proper citation of sources, study the copyright law, be gender
and culture sensitive. Also, the font style, size, and margin of the document of my
worksheet should be appropriate to the grade level of the student I am handling.

Activity 4: (presentation + FGD)

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.

We were enlightened about the making of our LRs and in choosing and downloading
appropriate LRs for our students. Our group decided that we must always utilize DepEd
portals so that students will be given various opportunities to learn.

Ensure that you keep a copy for yourself.

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 STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE

I can use the modality with /

ease.

I can confidently use the /

platforms in the modalities.

I can use pedagogies /

associated with the
modalities and platforms.

I can very well manage my /

learners/class in the modality
that my school has adopted.

I can very well engage with /

parents and community
partners in assisting
learners.

Activity 2:

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview.

Reflect on your self-assessment from Activity 1.

What particular professional standards in the PPST do you need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the learning area/s
you are teaching?

Write your answer and other insights in your Study Notebook.

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

I have to give focused on Domain number one which is the content knowledge. I have to
apply a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills. Also, I have to be innovative to examine the root
cause of problems and suggests effective solutions. Fosters new ideas, processes, and
suggests better ways to do things (cost and/or operational efficiency).

Activity 3:

Answer the following questions by constructing and filling out the table in your Study
Notebook.

How do you envision your teaching practice in the next few months as you use the LDM
adopted by your School?

What is your goal in terms of your teaching practices in the modalities? What motivates
you to achieve this goal?

What do you think will help you attain this goal?

Add as many rows as you need for your answers.

What is your goal toward What will push you to What will help you attain
improving your teaching achieve this goal? this goal?
practices in the modalities?

To produce learners who Improve my teaching Continue my professional

are ready and fully strategies and practices. development and research
equipped. about the trends in
education.
 To create effective and Gain clear understanding Scrutinize and study the
best lessons for the new on the unpacking and MELC implemented by
normal class. combining of MELCs DepEd

Provide quality modules for Utilize the assessment tool Create and account in the
my students in the Modular in choosing various LRMDS and DepEd
Distant Learning in this learning resources for the commons.
new normal class. modules.

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

Action Plan

(Recommended
Developmental
Strengt Develop Intervention) Timel Resources Needed
hs mental ine
Needs
Learning Intervention
Objective
s of the
PD
Program

Select, Apply a Search Apply new Year- Learning and Development

develop, range of and read learning round Team
organize teaching articles from Supervisors/ School Head/
and strategies regarding attending Master Teachers/ Department
used to teaching seminar. Head
appropri develop strategie
ate critical s to Coaching
teaching and develop and
and creative critical mentoring
learning thinking, and
resourc as well as creative
es, other thinking,
includin higher- as well
g ICT, to order as other
address thinking higher-
learning skills. order
goals. thinking
skills.

Set Examine Demonst Read Year- Computer and Internet

personal the root rate various round connectivity
goals cause of inquisitiv journal
and problems eness to articles
direction and problems about
, needs suggests and new classroom
and effective ideas problems
develop solutions. that and its
ment. Fosters would solutions.
new help in
ideas, creating
processes a
, and solution
 suggests for
better operation
ways to al
do things efficiency
(cost .
and/or
operation
al
efficiency)
.

Activity 2: (FGD)

Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make
adjustments in your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PROFESSIONAL DEVELOPMENTAL SPECIFIC TOPICS

OBJECTIVE RELATED TO THE
MODALITIES

Making lesson plan align with the MELCs, unpacking and combining.
MELCs by DepEd.
 Applying the assessment tool in Learning Resources, using of LRMDS
choosing learning resources for the and DepEd commons
modules

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE

IMPLEMENTATION OF THE MODALITIES

Activity 1: (checking of outputs for submission)

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: reflection

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?

Portfolios are intended to evaluate learning process and achievement in a

specific course, by completing my portfolio in LAC sessions about LDMs I can say that I
am now ready to face the challenge of the new normal way of teaching. Firstly, I will
unpack my MELC and choose appropriate Learning resources in DepEd commons or
portals. All of these things can be done with the guide of my study notebook and
portfolio.
2. What evidence from the previous modules will help capture the progress of your
teaching practice?

Evidence from module four can help me capture the progress of my teaching
practice because it is about the individual development plan (IDP). I can assess my
strength and weaknesses in teaching just by looking at my IDP. One of the best
example is by looking at the IDP ‘Strengths’ which I am good at and ‘Developmental
Needs’ which I have to enhance and give focus.

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

In every task given and accomplish, a reflection must be done just like the
creation of a lesson plan wherein the teacher must write his/her reflection about the
discussion after the day ends. It is an integral part because it shows the learnings we
gained from accomplishing the task hence it serves as a compilation of knowledge and
skills gained from the task or activity.

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.

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

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson October to January At least 2 recorded lessons

Delivery (online learning)

Or
Researching and October to January Lesson Plans (at least 2
Incorporating Teaching per month)
Strategies in the Modalities

Participation in recognized October to January Certification of Participation

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

Organizing the February Professional Portfolio

Professional Portfolio

Submission of Portfolio to February Certificate of Submission

Coach/es

Co-Learning with Peers At least once a month Video Recording

and Coach/es starting November 2020

Activity 4: (FGD)

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

Activity 5: finalization of evidences

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.

Other Types of Evidence relevant to your modalities (as discussed in your LAC):
 ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)

Or

Researching and August to November Lesson Plans (at least 2

Incorporating Teaching per month)
Strategies in the Modalities

Participation in recognized August to November Certification of Participation

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

Organizing the December Professional Portfolio

Professional Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers At least once a month Video Recording

and Coach/es starting September 2020

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.

In order to be successful in making the portfolio I must consider first the Demonstration
progress of the LDM implementation which is 30% in the rubrics. Ensuring the
quality of my reflections in every topic or lesson that I tackled. Lastly, my output will be
based on the professional standard given by DepEd.

Activity 2: (FGD)

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.

Prepared by

APPLE JOY A. AGDA

English Teacher