APOLONIO CASIMIRO FAUSTINO ELEMENTARY SCHOOL

VALENZUELA
CENTRAL
Course 1 DISTRICT
UNIT 2

LEARNING DELIVERY
LEARNING
MODALITY COURSE DELIVERY
  MODALITY
COURSE
By: GRACELY A. MAGAT
 Module 1
GETTING STARTED
 
MODULE OBJECTIVE:

By the end of this Module, you will be able to describe what

this course is about
and how it works.
 REGION: NCR

LAC ID (name or number): Central District Unit 02- Number of LAC members: 5

LAC-01

Name of LAC Facilitator: Designation/Position: PSDS

Juanita D. Antonio

LAC Members
NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact mode
POSITION (email, mobile (email, phone, Skype,
number) Zoom, Google Meet,
Viber, FB)
Gracely A. Magat F Principal I Valenzuela 0923-08111-05 Fb msgr; text; zoom
Salvador G. Junio M Principal IV Valenzuela 0919-5324538 Fb msgr; text; zoom

Celina G. Cloa F Principal I Valenzuela 0927-997-3162 Fb msgr; text; zoom

Arnold Munoz M TIC/ School Head Valenzuela 0998-4468656 Fb msgr; text; zoom

Mari Jayne Mendaro F Principal II Valenzuela 0921-9262980 Fb msgr; text; zoom

FORM 2: LAC Facilitator Information Sheet
This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.

Region: NCR
Division: Valenzuela
NAME: Juanita D. Male/Female: Date of Birth: Age:
Antonio
FEMALE   50
 

Contact details: Email: juanita.antonio@deped.gov.ph Mobile Number: Facebook Name:

  0923-7257023 Juanita D. Antonio

Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Googlemeet, FB,
mode: Messenger, etc.)
FB messenger; chat;  
text
FB messenger; text; zoom; google meet
FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: REGION: NCR

LDM1 CENTRAL DISTRICT UNIT 2-LAC 01

LAC FACILITATOR: JUANITA D. ANTONIO LAC SESSION NO.: 1

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

OCT 19, 2020 ; 9:00 AM – 12:00 NN PUNTURIN ES

Number of members present (attach attendance document): 5
Materials and resources:

___ Self-Learning Module

___ Activity sheets

___ Digital resources

___ Online resources

___ Smartphone

___ PC

___ LAC session guide

___ Others. Please specify:

_______________________________________

Part A

Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
Materials and resources:

___ Self-Learning Module

___ Activity sheets

___ Digital resources

___ Online resources

___ Smartphone

___ PC

___ LAC session guide

___ Others. Please specify:

_______________________________________

Part A

Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking the
appropriate box.
 
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)
Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC
session

2. All of the members had an

opportunity to share and
discuss their assignment,
insights, and ideas

3. Members listened to each

other’s insights and ideas.

4. The members’ assignments

showed an understanding of
the lessons in the SLM.

5. The members demonstrated

engagement in and/or

enthusiasm for the learning

tasks during the session
(including providing feedback

on each other’s assignment).

FACILITATION

6. I managed the sharing and

discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.

7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the
teachers to share their work
and ideas/ insights).
 Com m ent s / Rem arks
(For e xam ple, if you disagre e or
s trongly disagre e, ple ase indic ate
SD D N A SA why.)

MEMBER P ARTI CIP ATION

1. Al l of t he m em bers ca me
prep ared for th e LAC
session

2. Al l of t he m em bers h ad an
op p ort un ity t o sh a re an d
di scu ss th eir a ssig nm en t,
in sig ht s, a nd id eas

3. M em bers li sten ed to eac h

o ther’s in sig hts a n d id eas.

4. Th e memb ers’ a ssig nmen ts

sh ow ed an un dersta nd in g o f
th e l esso n s i n the SLM.

5. Th e memb ers d emo nstrated

en ga gemen t i n a nd /o r

en thu si a sm fo r th e l ea rni ng
ta sks d uri ng th e sessio n
(i nc l ud in g pro vi di ng feedb ac k

on ea ch o ther’s assig nmen t).

F ACILITA TION

6. I ma na ged th e sh ari ng a n d
d isc ussi on du rin g th e L A C
sessi on b y keepi ng the
d isc ussi on fo c used o n th e
l esso n o r to pi c .

7. I enc o ura ged a ll the mem bers

to a cti vely pa rtic i pa te i n the
L AC sessi o n ( i.e., fo r the
tea ch ers to sha re th ei r wo rk
a nd i d eas/ in sig hts).

Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC
session

2. All of the members had an

opportunity to share and
discuss their assignment,
insights, and ideas

3. Members listened to each

other’s insights and ideas.

4. The members’ assignments

showed an understanding of
the lessons in the SLM.

5. The members demonstrated

engagement in and/or

enthusiasm for the learning

tasks during the session
(including providing feedback

on each other’s assignment).

FACILITATION

6. I managed the sharing and

discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.

7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the
teachers to share their work
and ideas/ insights).
Part B
Please provide the information requested.
 
1. The best part of the session (i.e. what went well):
 Information we need in Distance learning. Sharing of good ideas on how to execute
Distance learning.
2. Problems or challenges encountered and how they were resolved:

 We had slow internet connectivity.

 
3. Other topics discussed apart from the recommended topics, if any:
 Best practices and challenges in our respective districts.

4. Recommendations/Plans for next LAC session:

The session should start a little earlier to allot more time for brainstorming.
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: GRACELY A. MAGAT LAC SESSION ID.:

LDM CENTRAL DISTRICT UNIT-02-LAC-01

REGION: NCR DATE OF LAC SESSION: OCT 19,2020

DIVISION: VALENZUELA NUMBER OF LAC SESSION: 1

 
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Comments / Remarks
Strongly agree) (For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district
 Comm en ts / Remarks
(For ex ample , if you disagr ee
or stro ngl y di sa gree , ple ase
SD D N A SA indic ate w hy.)

TH E L AC S ES SION

1. I l ea rned a lo t fro m my
co ll ea gu es i n thi s L AC sessi on .

2. The LA C sessio n d eepen ed

my u n derstan d in g o f the SL M
co nten t.

3. My per sp ecti ve o n the top ic /s

co vered h as ch a ng ed as a
resul t o f th e LA C sessi o n.

4. I p a rtic ip ated a cti vel y i n th e

LA C sessio n b y sh a rin g my
assi gn ment a n d in sig hts,
aski ng qu estio ns, an d g ivi ng
feed ba ck o n wh at co ll ea gu es
sh a red .

5. I i n tera cted w ith d iff erent

peo p le du rin g the LA C

se ssi o n.

ACTION PL A N

6. I f eel mo tivated to a p pl y i n
my r egi on /di vi sio n/di stric t
wh at I h a ve l ear ned i n th is
lesso n.

7. I i n ten d to a pp ly wh at I h a ve
lea rn ed fro m th e l esso n i n my
regi on /d ivi sio n/d i stri ct

Comments / Remarks
(For example, if you disagr ee
or strongly disagree, ple ase
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. Th e LAC session dee pened

my understanding of the SLM
content.

3. My perspecti ve on the topic/s

covered has changed as a
result of the LAC session.

4. I parti cipated actively in the

LAC session by sharing my
assignme nt and insights,
asking questi ons, and giving
feedback on what colleagues
shared.

5. I interacted with diff erent

people during the LAC

session.

  ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
le sson.

Part B 7. I intend to apply what I have

le arned from the lesson in my
region /division/district

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:
 The topic was actually discussed clearly.
2. I encountered the following problems or challenges:
 We were just disturbed and delayed by slow internet connectivity.
3. Other comments/suggestions:
 None
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: SALVADOR G. JUNIO LAC SESSION ID.:

LDM CENTRAL DISTRICT UNIT-02-LAC-01

REGION: NCR DATE OF LAC SESSION: OCT 20, 2020

DIVISION: VALENZUELA NUMBER OF LAC SESSION: 2

 
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Comments / Remarks
Strongly agree) (For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district
 Comm en ts / Remarks
(For ex ample , if you disagr ee
or stro ngl y di sa gree , ple ase
SD D N A SA indic ate w hy.)

TH E L AC S ES SION

1. I l ea rned a lo t fro m my
co ll ea gu es i n thi s L AC sessi on .

2. The LA C sessio n d eepen ed

my u n derstan d in g o f the SL M
co nten t.

3. My per sp ecti ve o n the top ic /s

co vered h as ch a ng ed as a
resul t o f th e LA C sessi o n.

4. I p a rtic ip ated a cti vel y i n th e

LA C sessio n b y sh a rin g my
assi gn ment a n d in sig hts,
aski ng qu estio ns, an d g ivi ng
feed ba ck o n wh at co ll ea gu es
sh a red .

5. I i n tera cted w ith d iff erent

peo p le du rin g the LA C

se ssi o n.

ACTION PL A N

6. I f eel mo tivated to a p pl y i n
my r egi on /di vi sio n/di stric t
wh at I h a ve l ear ned i n th is
lesso n.

7. I i n ten d to a pp ly wh at I h a ve
lea rn ed fro m th e l esso n i n my
regi on /d ivi sio n/d i stri ct

Comments / Remarks
(For example, if you disagr ee
or strongly disagree, ple ase
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. Th e LAC session dee pened

my understanding of the SLM
content.

3. My perspecti ve on the topic/s

covered has changed as a
result of the LAC session.

4. I parti cipated actively in the

LAC session by sharing my
assignme nt and insights,
asking questi ons, and giving
feedback on what colleagues
shared.

5. I interacted with diff erent

people during the LAC

session.

  ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
le sson.

Part B 7. I intend to apply what I have

le arned from the lesson in my
region /division/district

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:
 The topic was actually discussed well.
2. I encountered the following problems or challenges:
 slow internet connectivity.
3. Other comments/suggestions:
 None
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: CELINA G. CLOA LAC SESSION ID.:

LDM CENTRAL DISTRICT UNIT-02-LAC-01

REGION: NCR DATE OF LAC SESSION: OCT 21-27, 2020

DIVISION: VALENZUELA NUMBER OF LAC SESSION: 3

 
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Comments / Remarks
Strongly agree) (For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district
 Comm en ts / Remarks
(For ex ample , if you disagr ee
or stro ngl y di sa gree , ple ase
SD D N A SA indic ate w hy.)

TH E L AC S ES SION

1. I l ea rned a lo t fro m my
co ll ea gu es i n thi s L AC sessi on .

2. The LA C sessio n d eepen ed

my u n derstan d in g o f the SL M
co nten t.

3. My per sp ecti ve o n the top ic /s

co vered h as ch a ng ed as a
resul t o f th e LA C sessi o n.

4. I p a rtic ip ated a cti vel y i n th e

LA C sessio n b y sh a rin g my
assi gn ment a n d in sig hts,
aski ng qu estio ns, an d g ivi ng
feed ba ck o n wh at co ll ea gu es
sh a red .

5. I i n tera cted w ith d iff erent

peo p le du rin g the LA C

se ssi o n.

ACTION PL A N

6. I f eel mo tivated to a p pl y i n
my r egi on /di vi sio n/di stric t
wh at I h a ve l ear ned i n th is
lesso n.

7. I i n ten d to a pp ly wh at I h a ve
lea rn ed fro m th e l esso n i n my
regi on /d ivi sio n/d i stri ct

Comments / Remarks
(For example, if you disagr ee
or strongly disagree, ple ase
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. Th e LAC session dee pened

my understanding of the SLM
content.

3. My perspecti ve on the topic/s

covered has changed as a
result of the LAC session.

4. I parti cipated actively in the

LAC session by sharing my
assignme nt and insights,
asking questi ons, and giving
feedback on what colleagues
shared.

5. I interacted with diff erent

people during the LAC

session.

  ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
le sson.

Part B 7. I intend to apply what I have

le arned from the lesson in my
region /division/district

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:
 The topic was actually discussed well.
2. I encountered the following problems or challenges:
 slow internet connectivity.
3. Other comments/suggestions:
 None
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: MARI JAYNE LAC SESSION ID.:

MENDARO
LDM CENTRAL DISTRICT UNIT-02-LAC-01

REGION: NCR DATE OF LAC SESSION: OCT 29-30, 2020

DIVISION: VALENZUELA NUMBER OF LAC SESSION: 4

 
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Comments / Remarks
Strongly agree) (For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district
 Comm en ts / Remarks
(For ex ample , if you disagr ee
or stro ngl y di sa gree , ple ase
SD D N A SA indic ate w hy.)

TH E L AC S ES SION

1. I l ea rned a lo t fro m my
co ll ea gu es i n thi s L AC sessi on .

2. The LA C sessio n d eepen ed

my u n derstan d in g o f the SL M
co nten t.

3. My per sp ecti ve o n the top ic /s

co vered h as ch a ng ed as a
resul t o f th e LA C sessi o n.

4. I p a rtic ip ated a cti vel y i n th e

LA C sessio n b y sh a rin g my
assi gn ment a n d in sig hts,
aski ng qu estio ns, an d g ivi ng
feed ba ck o n wh at co ll ea gu es
sh a red .

5. I i n tera cted w ith d iff erent

peo p le du rin g the LA C

se ssi o n.

ACTION PL A N

6. I f eel mo tivated to a p pl y i n
my r egi on /di vi sio n/di stric t
wh at I h a ve l ear ned i n th is
lesso n.

7. I i n ten d to a pp ly wh at I h a ve
lea rn ed fro m th e l esso n i n my
regi on /d ivi sio n/d i stri ct

Comments / Remarks
(For example, if you disagr ee
or strongly disagree, ple ase
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. Th e LAC session dee pened

my understanding of the SLM
content.

3. My perspecti ve on the topic/s

covered has changed as a
result of the LAC session.

4. I parti cipated actively in the

LAC session by sharing my
assignme nt and insights,
asking questi ons, and giving
feedback on what colleagues
shared.

5. I interacted with diff erent

people during the LAC

  session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district

Part B
what I have learned in this
le sson.

7. I intend to apply what I have

le arned from the lesson in my
region /division/district

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:
 The topic was actually discussed well.
2. I encountered the following problems or challenges:
 slow internet connectivity.
3. Other comments/suggestions:
Lesson 1

ACTIVITY 1.

Reflect on the overview you just read by answering the following questions. Write down your reflections in your

Study Notebook.

NOTES:

Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are physically in

one venue. There are opportunities for active engagement, immediate feedback and socio-emotional development

of learners. It may be conducted in any available physical learning space.

Distance learning refers to a learning delivery modality where a learner is given materials or access to resources

and he/she undertakes self-directed study at home or in another venue. Learners engage in independent learning

at home or in any physical learning space applicable, by using learning materials that are accessible either online,

stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-based
1. How is the delivery modality of this course different from the usual in-service training I have
received pre-pandemic? List at least three differences.
 Modules are given for free for all the students.
 Class discussions and instructions are delivered virtually, specifically through FB messenger; zoom,
and other platforms.
 Transportation expenses are cut off. And since participants are not physically present, there is a lower
/ absence of risk in meeting road – related accidents and acquiring pathogens causing variety of
illnesses.
 Teachers are teaching from home while pupils new classroom is their home, as well.
 2. How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course? Use the table below to guide your reflection.
 
HABITS
OBSTACLES
(What is it that I repeatedly MOTIVATION ENVIRONMENT
(What will prevent me from
do that may affect my (What will push me to (Where will I accomplish the
participating fully in this requirements of this course?
participation in the course in a participate in this course?) Describe this environment.)
positive or negative way?) course?)

  Overlapping I am motivated by the fact At home, where I

submission of that this training will equip can be safest from
Watching news and
reports me to give me a clear any harm, and I can
reading feedbacks
understanding of our track have the best
from the social media School monitoring
which may guide me in my comfort to learn.
about the pandemic and supervision
journey to lead the school in
and continuity of
Internet connectivity delivering education during
education in the midst
Health concerns this pandemic which will
of covid-19.
ultimately benefit the pupils.
3. What steps can I take to overcome any barriers or challenges to participating and completing this
course? List at least three actions.
 
 Prioritize this learning activity.
 Make a work plan.
 Setting a specific place or area where the modules can be accomplished without or with limited
distractors
 Updating oneself to different advisories, memoranda and orders coming from DepEd, Malacañan
(IATF), DOH and WHO.
 Be focused and be determined to complete the modules.
 
 
 
Lesson 2
 
ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled
“The Learning Action Cell as the K to 12 Basic Education Program School-Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.” Once you’re done reading, answer the
following questions. Write your responses and any other ideas and reflections in your Study Notebook.
 
1. How does participating in a LAC affect or influence your self-learning? Draw a
diagram to illustrate the relationship between the two and give a brief explanation of
your drawing.
 
 Learning Action TEACHERS BENEFIT OF THE
Cell (LAC) IMPROVEMENT CHILDREN

Participation

As stated in DepEd Order No. 35, s. 2016, Learning Action Cell (LAC) is a session
conducted by group of teachers who engage in collaborative learning sessions to solve
shared challenges encountered in school. DepEd envisions that these LAC Sessions will
serve as a school-based continuing professional development strategy for the
improvement of teaching and learning. As such, this study aimed to assess the impact
of conducting LAC sessions on teachers’ professional development in Buhaynasapa
National High School (BNHS). It focused on determining the profile of the teachers,
their perceptions about the conduct of LAC sessions, its effects on their professional
development, and the problems encountered in participating to it. 
2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016:
• To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole
 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
 
What are the challenges to having a successful LAC? Write down the top three
challenges in your Study Notebook. Raise your concerns with your Division Team and
discuss mitigating actions at your first LAC session.
 Availability of resources and time schedule such as internet connectivity.
 Overlapping of activities and reports
 Health risk / Safety and security due to COVID-19 pandemic.
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 and/or your Division Team to plan how you will organize yourselves into
LACs.
 
1. Agree on a date and time to meet and discuss forming your LACs.
2. During this meeting, decide on your LAC groupings and designate one LAC Facilitator per LAC.
3. Set a date and time for your first LAC session.
4. Hold LAC Session 1 following the LAC Session 1 Guide.
 
 DETAILS OF THE INITIAL MEETING
 
Date & Time: July 1, 2020
Venue: through Zoom app
 
Participants:
School heads
Resource Speakers
Teachers
 
Minutes of the Meeting:
1. LAC sessions will be conducted in line and as required in the LDM 1training.
 
2. The following are the dates for LAC Sessions and accomplishing of modules:
July 15 – 1st planning conference
July 24 – LAC Session 1
Aug 21 - LAC Session 2
Sept 18 – LAC Session 3
Oct 23– LAC Session 4
Nov 20 – LAC Session 5

 
3. LAC Facilitator : Maricar Garano -
Members: Michelle Monteiro
George Mallari
Lorraine Lucero
 Module 2
UNDERSTANDING THE LEARNING
DELIVERY MODALITIES IN THE BASIC
EDUCATION
Lesson 1
 
ACTIVITY 1.
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-to-face
learning, distance learning, blended learning and home schooling In your own words, define each
modality. Write your own-definitions down in your Study Notebook. When you’re done, check Answer
Key 1 to see how well you did. Now, answer this question: Which of the LDMs do not have a face-to-
face learning component? Write your answer down in your Study Notebook, then check it against
Answer Key 2.
 
 Face to Face Learning – the usual modality used in DepEd for the past years. It is when students go
to school regularly, meet their subject teachers and perform task inside and outside the classroom.
 Distance Learning – a modality where students attend classes virtually. It usually uses digital
platforms where all instructions, discussions, activities, performances and assessments are being
delivered.
 Blended learning – combination of Face to face learning and distance learning.
 Home schooling – a modality where students acquire education from their parents, tutor or online
teacher.
Among all the modalities mentioned, Distance learning and Homeschooling do not have a face-to-
face learning.
 
ACTIVITY 2.
 
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
BDL—from easiest to most difficult to implement. Give the reasons for your ranking of each. Use the form
below. Write down your answers in your Study Notebook. Be prepared to discuss your ranking in your next
LAC Session.
 
 Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)

Preparation is lesser. Only modules will be

1 MDL
prepared. No gadget is needed.

In this time of computerization, the use of

2 ODL internet is everywhere. There is availability
of gadget and connectivity.

3 BDL It is a combination of MDL and ODL.

Availability of smart TV set is especially for

4 TVBI the poor pupils is still not a guarantee.
Still, not all have smart TVs.

Not all are using radios. They may

frequently use their cellphones, more than
5 RBI the radios. Some do not even really use
radios as their part of their daily life
activity.
ACTIVITY 3.
 
Targeted Interventions for Learners with Special Concerns 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 in DL.
Listed below are some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook and share your ideas at your next LAC Session.
 
 Learner Group Targeted Intervention

Teacher-Adviser will ensure a schedule to converse with parents regarding the need to
provide guidance to their children-learners. In worst case of their unavoidable absence,
Learners without parents or household member who the teacher shall make a schedule for home visit to assist the learner. Also, contact
can guide and support their learning at home number and fb messenger would be a viable option to convey help and assistance.

The school have a reading program where teachers have an onscreen reading time to
assist the pupils on how to read.
Beginning readers (K to 3)
Encourage the parents to guide their children while having online learning.

An online reading remediation is targeted to become an intervention.

Struggling readers (Grades 4-12)

The LGU will be encouraged to have a partnership with the school for those who will
not have cellphones to be used for learning, may be given a gadget.

No access to devices and Internet Home visitation reading remediation is the only answer. A well-planned schedule shall
be made to scope all affected concerns.

The school shall coordinate to LGU, PNP and BFP and request for assistance in
Inaccessible - live in remote and/or unsafe areas delivering and conducting classes.

Indigenous Peoples n/a

Persons with Disabilities n/a
Others? Specify.  
 Module 3
CHOOSING THE APPROPRIATE LEARNING
DELIVERY MODALITIES
FOR YOUR DIVISION AND SCHOOLS
 
MODULE OBJECTIVE:

By the end of this Module, you will be able to: finalize your
choice of LDMs and develop an action plan for being 100%
ready to implement your chosen LDMs in your Division/School
by the opening of classes in August.
 Lesson 1: Activity 1
Available? If NOT Complete, how
Data Needed Deadline Person/s Responsible
(Complete/Partial/No will you get the data
Number of Complete n/a n/a Teachers
Enrollees Beis
Principal
Number of Complete n/a n/a Teachers
teachers not Beis
trained in Principal
Distance Learning
Number of LMs Complete n/a n/a Teachers
Beis
Principal
Number of Complete n/a n/a Teachers
Parents who are Beis
supportive of Principal
distance learning
 LESSON 2: ASSESSING YOUR READINESS TO IMPLEMENT YOUR CHOSEN LDMs AND ACTION
PLANNING FOR FULL READINESS
 
ACTIVITY 1.

Available? If NOT
Complete, how Person/s
Data Needed (Complete/Parti Deadline
will you get the Responsible
al/No
data

Coordinate with Principal; LIS

What data do
LIS coordinator; Coordinator; ICT
you need to
Partial chairpersons, July 29, 2020 task force;
complete the
and ICT team and chairpersons; all
Decision Tree?
all teachers teachers
 ACTIVITY 2:
 

What is the level of that

What risks do you face in risk?
What actions will you take to mitigate those risks?
implementing your action plan?
(High/Medium/Low)

Health risk High By following safety health protocols

Insufficiency of fund Medium Stakeholdership, specially financial support from LGU

Untrained teachers in different

Low Conduct appropriate trainings
modalities

Information dissemination and campaign drive to

Unsupportive status of parents Medium encourage parents and be more oriented and
knowledgeable

     
ACTIVITY 3.
ACTIVITY 2: IMPLEMENTATION PLAN:
Learning Delivery Modality Readiness Assessment Tool
FILL IN THE REQUESTED INFORMATION.
Region: NCR
Division: VALENZUELA
School: APOLONIO CASIMIRO FAUSTINO ES
School Head: GRACELY A. MAGAT
Contact Number and/or Email Address: 8-9834081

Quarter: 1 (NOTE: Change the Quarter number for succeeding assessments.)

Baseline Pre-Implementation Change

MDL - PRINT 92.74% 100.00% 7.26%
MDL - DIGITAL 93.58% 98.65% 5.07%
ODL 93.69% 96.39% 2.70%
TVBI 82.30% 85.00% 2.70%
RBI 78.92% 88.38% 9.46%
LDM READINESS ASSESSMENT TOOL LINK

IN EXCEL FILE
 Module 4
THE LEARNING DELIVERY MODALITY
IMPLEMENTATION PLANNING COURSE 
Lesson 1
 
ACTIVITY 1.
 
1. Open the Readiness Checklist for Learners, Teachers and Parents file. Study the Checklist. As you go over the Checklist, jot down your
thoughts in your Study Notebook.
2. Accomplish the Readiness Checklist, including the action steps/intervention section.

REGION : NCR
DIVISION : VALENZUELA
SCHOOL : APOLONIO CASIMIRO FAUSTINO ES
SCHOOL HEAD: GRACELY A. MAGAT
Email/Contact No. : gracely.magat001@deped.gov.ph
 READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS
This checklist will allow you to look into factors that might affect the implementation of your LDM. More
importantly, it should inform your interventions to make them more targeted.
Tick the space that corresponds to your answer.

FOR THE LEARNERS: HAVE YOU CHECKED YOUR LEARNERS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of

classes?

2. Health status?

3. Reading level?

4. Level of learning independence?

5. Learning environment in terms of study space,

home conditions and immediate environment?

6. Learning resources?
FOR THE TEACHERS: HAVE YOU CHECKED YOUR TEACHERS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of

classes?

2. Health status?

3. Teaching resources such as materials, devices,

internet access?
FOR THE PARENTS:
YES PARTIALLY NO
HAVE YOU CHECKED THE PARENTS’

1. Psychosocial preparedness for the opening of

classes?

2. Health status?

3. Confidence level to guide/support the learning of

their child/ward?

4. Time available to guide/support the learning of

their child/ward?

5. Reading level?

6. Learning support resources such as materials,

devices, internet access?

7. Home conditions and immediate environment?

Lesson 2

ACTIVITY 1.
Watch the Navotas video and read the briefs on the dry run of modalities. You may also consider searching
the Internet for other implementation models. Write down your reflections on these models in your Study
Notebook. Take note of the contexts of the Schools/Divisions in which these models are being
implemented.

Reflection:
The Division of Navotas systematically distributed the learning packages that pupils will be using at
the start of the classes on October 5, 2020.

The processes that Navotas City presented and executed their Modified Modular Distance learning
impressed me and a lot of people. As emphasized by their OIC-SDS, there should be four actors to make
this modality succeed, and those are: students, teachers, parents and supervisors. The latter part may imply
head/ key leader teachers, assistant principals, principals, and those in authority in the DepEd who directly
plan, implement, supervise, monitor and evaluate the conduct of the modality. It is also encouraging to
note that in this midst of pandemic where everything looked so negative, something positive is shining out
to give smile to every face, and that is the generosity of the stakeholders to give the learners their school
supplies and hygiene kits. This also gave me some ideas and encouragement to do the same way to others
in need. As to the process, it proved that communication is the key to success in ensuring great and vital
roles of each person to bridge education in the midst of every problem. There were also two Major
Programs mentioned, such as: 1). the Adapt and Teaching Learning Child Program which was participated
by volunteers and city scholars to cater to parents who don’t have the capacity in facilitating their
child’s modular learning; and 2). Hatid Aral Program which aims to deliver modules to learners who
don’t have means to go to schools and get their learning kits. The model that Navotas City utilized was
very promising and effective, which has set the standard of distributing higher.
ACTIVITY 2.
 
1. Of the implementation models that you reviewed, which can be a viable option for your
School given your own context? Write your answer down in your Study Notebook with a brief
explanation.
 One admirable act that was evident in Navotas City, during the distribution of learning
modules, was the idea that there was a good planning transpired before the execution was
done. The teachers and the principals, are synchronized in action. There were good
preparations, before the final day of giving. The safety protocols were evident in every way.
The learning kits were arranged with the pupils name on the boxes. The teachers
volunteerism and commitment was very high. And the collaborative efforts with the
stakeholders, where free learning packages and hygiene kits are given to students, were truly
remarkable.
 
2. Think about the model that you
envision to use in your school. How will
it look? Describe this in your Study
Notebook by drawing a diagram. Add
captions or brief descriptions of the
different elements of your diagram.
 
INTERPRETATION:
 
Planning, implementing and monitoring & evaluation are at the heart of this Implementing model
approach that is chosen to be utilized at APOLONIO CASIMIRO FAUSTINO ES, in this of pandemic.
 
In the Planning Stage, DepEd has conducted several consultations with the executive
committee; civil society, education experts and other stakeholders to determine the best approaches in
learning. Part of planning includes the modes of learning to be used; the delivery of learning and the
preparation such as facilitating the capacity-building seminars and trainings for teachers and parents;
crafting and distributing of modules; and other matters.
Good planning may prepare the school to achieve a better way to implement and send
education in the middle of pandemic, which utilizes the modular mode of learning, enhanced by the
online learning such as the utilization of FB live; Onscreen class discussions; follow-up thru text; chat,
call or home visitation.
The monitoring and supervision, on the other hand, determine and ascertain the quality of
performance of a program, which will ultimately lead to GOOD EDUCATION, all for the best interest of
the child.
LESSON 3
 
ACTIVITY 1.
Open the LDM Implementation Plan Template file. Go over the Template and determine what information
you need in order to create your plan. Jot down your thoughts in your Study Notebook.
The information we need are the following:
1. The activities to be conducted
2. The Budgetary requirement through the MOOE
3. The people involved in the entire plan
 
ACTIVITY 2.

PART I: LEARNING MANAGEMENT

Objective: Establish the mechanism of organizing learners and managing learning
ACTIVITIES EXPECTED OUTPUT/ DATE OF BUDGETARY PERSON-IN- CHARGE
RESULTS IMPLEMENTATION / REQUIREMENTS,
TIME FRAME IF ANY

Organize classes Class schedule and August 24, 2020 NONE Principal
List of students per
Teachers
class

Prepare weekly Learning Plan July-August NONE Principal

learning plan
Teachers

Prepare Individual Monitoring plan Year round NONE Principal

Monitoring Plan
Teachers

Organize Teachers LAC Plan Year round NONE Principal

for Community
Teachers
Learning Sessions

Organize/ Orient LAC plan; Nanay Year round NONE Principal

home and/or teacher;
Teachers
community learning Stakeholders’
facilitators Orientation
B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-

OUTPUT/ IMPLEMENTATIO REQUIREMENT, CHARGE
RESULTS N / TIME FRAME IF ANY
Identify learner Assessment Quarterly NONE Principal
performance test;
eBEIS
and progress modules;
monitoring grading Teachers
reports sheets
Set schedule Class Quarterly NONE Teacher-
for learner schedule Advisers
progress report
Principal
submissions
Discuss reports PTA Virtual Quarterly n/a PTA Officers
and plans for Meeting
Teacher-
actions to be
Advisers
taken on
concerns and Principal
PART II: LEARNING RESOURCES
A. LEARNING RESOURCE MANAGEMENT
Objective: Improve availability of LR to reach 100% in all learning areas and grades across the
quarters

ACTIVITIES EXPECTED OUTPUT/ RESULTS DEADLINE BUDGETARY PERSON-IN- CHARGE

REQUIREMENTS, IF ANY

Setup inventory system Sufficient Inventory of LRs July-August 2020 MOOE Teachers
of LRs
Property Custodian
Principals

Acquire/ Request for LRs Requested LRs July-August 2020 MOOE Teachers
Property Custodian
Principals

Develop LRs Contextualized learning July-August 2020 MOOE Teachers

resources; video lessons;
worksheets Property Custodian
Adviser

Quality assure locally Simulation; quality-assured in July-August 2020 MOOE LR Coordinator

developed LRs the school
Teachers
Teacher Librarian
Supply Officer
Property Custodian
Advisers
B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-

OUTPUT/ IMPLEMENTATION REQUIREMENT, CHARGE
RESULTS / TIME FRAME IF ANY
Identify learner Assessment Quarterly NONE Principal
performance and test; modules;
eBEIS
progress grading sheets
monitoring Teachers
reports
Set schedule for Class schedule Quarterly NONE Teacher-Advisers
learner progress
Principal
report
submissions
Discuss reports PTA Virtual Quarterly n/a PTA Officers
and plans for Meeting
Teacher-Advisers
actions to be
taken on Principal
concerns and
issues
PART II: LEARNING RESOURCES
A. LEARNING RESOURCE MANAGEMENT
Objective: Improve availability of LR to reach 100% in all learning areas and grades across the
quarters ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-
RESULTS REQUIREMENTS, CHARGE
IF ANY
Setup inventory Sufficient Inventory of July-August MOOE Teachers
system of LRs LRs 2020
Property Custodian

Advisers
Acquire/ Request Requested LRs July-August Teachers Teachers
for LRs 2020
Property Property Custodian
Custodian
Advisers
Advisers
Develop LRs Contextualized July-August MOOE Teachers
learning resources; 2020
Property Custodian
video lessons;
worksheets Advisers
Quality assure Simulation; quality- July-August MOOE Teachers
locally developed assured in the school 2020
Property Custodian
LRs
Advisers
B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT
Objective: Ensure that all learners receive their learning materials and are collected for
assessment

ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS CHARGE
, IF ANY
Develop system Station 1,2,3 July- MOOE Principal,
of distribution Delivery of module August
Teachers
and collection 2020
of LRs
Distribute and Learning Materials Year round MOOE Principal,
collect LRs
Teachers
Monitor and Reports of the Year round MOOE Principal,
report distributed materials
Teachers
distribution and
collection
PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER
SCHOOL PERSONNEL
Objective: Improve PPST-based competencies of teachers in managing learning in the
learning delivery modality
ACTIVITIES Timeline Person-in- Charge Budgetary
Requirements
Needs Assessment, Consolidation, April – May 2020 Principal, MOOE
Prioritization
Teachers
Planning for PD interventions May 2020 Principal, MOOE

Teachers
Developing and Implementing June- July 2020 Principal, MOOE
School-based Interventions
Teachers
Monitoring Teacher PD Activities Oct 2020 - June Principal, MOOE
2021
Teachers
Assessing Teacher PD Principal, MOOE

June 15-30 Teachers

NOTE: You may need to consult the teachers on their professional development needs.
PART III. RISK MANAGEMENT:
Objective: Identify risk to prevent it from happening or to mitigate its impact on the key
implementation

COMPONENTS OF RISK DESCRIPTION LIKELIHOOD TO SEVERITY OF PREVENTIVE ACTION MITIGATING ACTION

LDM HAPPEN (High, RISK (High,
IMPLEMENTATION Medium, Low) Medium,
Low)
Learning Internet connectivity High High  Information  Information
Management dissemination / dissemination / drive
Insufficient gadget
drive on  
Health Hazard importance of DL  
 Health safety  Health safety
Teachers capability to
Protocols Protocols
teach online
 
 Capability-building
seminars
Learning Resources Health Hazard Medium Medium  Safety protocol  Safety protocol
 Information  Information
Inaccuracy of the
dissemination / dissemination / drive
information due to fast
drive  Quality assurance
printing.
 Quality assurance
Defects in printing
Teacher CPD Health, physical and Medium High  Attending to Mental health awareness
mental hazard webinars, seminars
 online trainings
  Capacity-building
 
trainings
PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM

AUDIENCE KEY MESSAGES COMMUNICATION TIMELINE

MEDIA/ PLATFORM
Learners Your learning continues to Social media Year round
secure your future

LDM can make learning

happen in midst of pandemic
Parents Your child’s education is Social media Year round
important and has to be
supported at home

Their role in the LDM

Teachers We fulfill our mission to Social Media Year round
educate the child amidst
Telephone
these challenges
Zoom meeting
How to make LDM succeed
Community Education is a collective Social Media Year round
Stakeholders responsibility; Community
 
support to is critical in the
 Module 5
THE LEARNING DELIVERY MODALITY
IMPLEMENTATION PLANNING COURSE 
 ACTIVITY 1.
Begin by articulating what you know and what you want to learn about the key concepts in this
lesson. Use the Thought Organizers for Module 5A for this activity.
 

THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1

WHAT I KNOW ABOUT THE KEY CONCEPTS

WHAT DO I WANT TO LEARN
KEY CONCEPTS BASED ON MY OWN EXPERIENCE AND
ABOUT THESE KEY CONCEPTS
PERSPECTIVES
Instructional Supervision is ensuring It’s new perspective in the new
curriculum Implementation by overseeing, normal.
INSTRUCTIONAL
monitoring, evaluating and empowering Ways of monitoring and
SUPERVISION
teachers as aligned to DepEd’s mission supervising during the new
and vision. normal environment.
Unlocking teachers’ potential but in a It’s new perspective in the new
COACHING
relational manner normal
TECHNICAL Unlocking teachers’ potential but in a It’s new perspective in the new
ASSISTANCE wider scope of intervention normal.
ACTIVITY 2.
1. Download and read the Learning Delivery Modality Technical Assistance and
Coaching Guidebook.
 
2. Read the following topics:
a. Definition of Technical Assistance and Coaching
b. Objectives of Technical Assistance and Coaching for the Learning Modality
c. Levels of Assistance
d. Principles
e. Technical Assistance and Coaching Process
f. Competencies of TA Providers and Coaches
g. Terms of Reference of TA Provides/Coaches

3. Answer the question: How can you enhance your instructional supervision using the
processes of TA and coaching? Jot down your thoughts in your Study Notebook.
Despite the diversity that exists with coaching, the goals of this form of professional
development remain focused on two areas: • Improving teaching practice, with a particular
emphasis on increasing the use of practices shown to be highly effective, including evidence-
based practices (Knight, 2009; Kretlow & Bartholomew, 2010; Neufeld & Roper, 2003; Snyder
et al., 2015). • Improving learner academic and behavioral outcomes through improved
teaching practices (Bean, Knaub, & Swan, 2000; Joyce & Showers, 2002; Kretlow &
Bartholomew, 2010; Snyder et al., 2015).
Educational supervision is one of the most important supports for the educational system and
educator’s professional development. It is an integral part of the educational management, and is
one of the important transactions in the educational system, especially in the learning and teaching
processes. Consequently, to make sure the technology works efficiently, the educational supervisor is
responsible for providing adequate support to the trainees/students for the development of their
learning requirements and ensuring that appropriate training opportunities are made available to
acquire the necessary competencies. Effective Instructional Supervision involves raising student
achievement and creating valuable educational opportunities for students. This can be achieved by
the supervisor clearly defining goals for the teachers and facilitating opportunities for the teachers to
learn about local, state, and federal requirements. A successful supervisor would also provide
support to teachers through not only workshops, but also by being available to the teachers and
fostering growth by completing walkthroughs and clinical supervisions. Furthermore, an
instructional supervisor would work with parents and teachers to keep current on the community’s
needs in order to help provide students with a meaningful educational experience that will benefit
them in various career paths. Instructional supervisors are integral to every school’s attainment of
support, teacher success, and student achievement.
 THOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2

Lesson 2.
ACTIVITY 3.
1. Conduct LAC Session 10. In this LAC Session, discuss the following:
a. Principles of TA and coaching
b. TA and coaching process
c. TORs and competencies of TA providers and coaches
2. Share your answer to the question: How can you enhance your instructional
supervision using the processes of TA and coaching?
3. Schedule LAC Session 11, which you will hold as you go through Module 6A.
 
NOTE: Before participating in LAC Session 10, get inputs regarding the question above from your master
teachers and/or subject area coordinators.
 THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 3

WHAT PRINCIPLE IS APPLIED IN

TA PROCESS STEPS “KEY ELEMENT”
THIS STEP

Step 1: TA NEEDS People are responsible for their

Self - evaluation
ASSESSMENT own growth and development

Learning is a cooperative and a

collaborative process. Technical
Step 2: TA PLANNING collaboration
assistance is a two-way process
and a shared responsibility

Technical assistance is aligned

Step 3: Implementation, monitoring and with the organization’s vision
IMPLEMENTATION adjustment and mission and is based on the
organization’s needs.
Technical assistance is aligned
with the organization’s vision
Step 4: EVALUATION Analysis
and mission and is based on the
organization’s needs.
 THOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2

WHAT DATA SHOULD BE

TARGET OF HOW TO GATHER WHERE TO GET THE
GATHERED TO UNDERSTAND THE
COACHING: THE DATA DATA
COACHING NEEDS OF TEACHERS
     

-Individual Professional    
Development Plan of Teachers
   
 
   
-Self- Assessment tool for Teachers
Consolidation of Principal’s Office
  IPCRF and self-
 
TEACHERs/ assessment tools
 AC FAUSTINO TEACHING FORCE
DEPARTMENT  
 
CHAIRS/ MASTER
 
TEACHERS  
 
 

ACTIONS NEEDED TO FULLY UNDERSTAND

  THE COACHING NEEDS OF THE
TEACHERS/DEPARTMENT CHAIRS/MASTER TEACHERS

 Interview with the teachers

 Gathering data through direct observation
 Negotiation
 Consultation
AS APPROPRIATE (e.g. schools with departments)
 WHAT DATA SHOULD BE
GATHERED TO UNDERSTAND
HOW TO GATHER WHERE TO GET THE
TARGET OF TA: THE TA NEEDS OF THE
THE DATA DATA
DEPARTMENTS/ SUBJECT
AREA GROUPS
     

     

Development plan and IPCRF Consolidation of Principal’s Office

IPCRF
   
 
GROUPS IN -Self- Assessment tool for  
SCHOOL SUCH AS Teachers  
 
DEPARTMENTS/    
SUBJECT AREA  
 

ACTIONS NEEDED TO FULLY UNDERSTAND THE TA NEEDS OF THE GROUPS

IN SCHOOL

Coordination

Holding Conferences
 Module 6
MONITORING AND EVALUATION OF LEARNING

DELIVERY MODALITY IMPLEMENTATION  

ACTIVITY 1.
1. Before we define what M&E is, let us first get familiar with some frameworks or guiding concepts
and principles involved in M&E, specifically, Theory of Change and Kirkpatrick’s Levels of M&E
of Training. Visit the following websites to read about Theory of Change and Kirkpatrick’s Levels of
M&E. You may also check other websites to further understand these concepts and the related
principles.
a. Theory of Change: https://www.theoryofchange.org/what-is-theory-of-change/.
b. Kirkpatrick’s Levels of M&E of Training:
https://training.lbl.gov/Resources/TrainingEvaluation.html
2. Reflect on the following questions:
a. What are the similarities between Theory of Change and Kirkpatrick’s Levels of M&E? Write
your answer in your Study Notebook.
b. How are the two frameworks related? Use the Thought Organizer for Lesson 1, Activity 1 to
help you correlate the key elements of the two frameworks.
 
LESSON 1, ACTIVITY 1

MONITORING EVALUATION
m Process of objective data collection and information e Analysis of information to make judgment that affects
gathering that will be used by management / the institution/project/program.
leadership e Systematic investigation of the worth or merit of an
m Purposive gathering of pertinent information relative object.”
to how targets and the manner with which these e Internal assessment of information (which is collected
targets were achieved through monitoring) regarding the extent to which
m Systematic observation and documentation of actual progress in implementation conforms to (or
information on the implementation of initiatives deviates from) the objectives set in the plan
based on the plan. e The process of determining the worth or significance of a
m “A continuing function that uses systematic development activity, policy or program ….. to determine
collection of data on specified indicators to provide the relevance of objectives, the efficacy of design and
management and the main stakeholders of an implementation, the efficiency or resource use, and the
ongoing development intervention with indications sustainability of results.
of the extent of progress and achievement of e Studies the outcome of a project (changes in income,
objectives and progress in the use of allocated funds. benefits distribution, cost-effectiveness, etc.)
m Systematic and continuous collecting, analysis e A periodic assessment of the efficiency, effectiveness,
m Monitoring generates data that can be used in impact, sustainability and relevance of a project in the
Common Words from the Common Words from the
evaluations context of stated objectives.
definitions above definitions above
systematic, process, gather, data, information, Analysis, information, worth, outcome, objectives
How I define Monitoring: Systematic process of How I define Evaluation: Analysis of information to
gathering data and information. determine its worth based from the objectives and
outcomes.
The relationship or link between Monitoring and Evaluation is:

It deals on data and information.

ACTIVITY 3.
Conduct LAC Session 11. In this LAC Session, discuss answers and thoughts on the questions in Activities 1
and 2 in this lesson. You may refine your answers as you go through the discussion. Jot down any insights in your
Study Notebook.
 
1. What are the similarities between Theory of Change and Kirkpatrick’s Levels of M&E? How are they
related? Use the Thought Organizer for Lesson 1, Activity 1 to help you discuss the key elements of each
framework.
2. How would you define “monitoring” and “evaluation?” Use the Thought Organizer for Lesson 1, Activity
2 to help you discuss your own definitions.
3. How can you use Theory of Change and Kirkpatrick’s Level of M&E for the M&E of your LDM
implementation?
 
Set a date and time for LAC Session 12, which you will hold at
the end of Lesson 2.
LESSON 2, ACTIVITY 2

ANSWERS FROM YOUR FELLOW

QUESTION YOUR ANSWER
LAC MEMBERS
What developments or situations Consider the data or information Revisit the existing data or
will make you consider changing of the school, such as the number information of the school and
the LDMs of your school? of enrollees; the number of community. See to it that these data
teachers untrained; and the are valid and reliable.
community situation, such as
health and hazard.
What M&E data will you need to Data of the students, teachers, Data of the school and the
decide to change or make household members, and community.
adjustments to the LDMs of your available resources.
school?
What issues or constraints do you Source of funds in implementing Implementation of the chosen and
foresee arising if you change the the LDM. best learning delivery modality,
LDMs of your school? which is based from the policy of
the government in general and in
SDO Valenzuela to be specific.
LDM IMPLEMENTATION M&E PLAN TEMPLATE