LEARNING

DELIVERY
MODALITIES
COURSE
FOR TEACHERS
(LDM2)
LAC 1- OUTPUT
 MODULE 1
LESSON 1

COURSE OUTLINE

Activity 1

1. What is the main delivery of this course?

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

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

This LDM course helps ensure that I will be able to deliver quality
instruction in the new normal through better understanding of the whats,
hows, and whys of learning continuity platforms to make learning effective to
happen in the new normal school setting wherein blended learning modalities
are significant concerns to this current time.

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

The two support mechanisms that will help me with my learning in this
LDM course are (1) self-learning modules and (2) collaboration through the
Learning Action Cells (LACs).

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 professional attitude towards answering the LDM modules will

affect positively my participation in this course. Though I have other
essential school related works aside from answering these modules, still I
am optimistic that gradually I can finish all of these on time
 2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will prevent (What will push me (Where will I
repeatedly do that me from participating to participate in this accomplish the
may affect my fully in this course?) course?) requirements of this
participation in the course? Describe
course in a positive of the environment.)
negative way?)

Doing my other Enough time, poor The essential In a place where it

school tasks. internet positive learnings is free from noise
connectivity that can be gained and with good
after completing internet
the LDM2 connectivity,
nodules. probably my
classroom.

I can ensure that I will be able to sustain my strengths and address the
obstacles that will hinder me from completing this course through effective
time management, efficient collaboration among the members of LAC
members of group 2, and constant communication t our LAC Coach together
with the Division LAC team.
 Activity 3

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

LESSON 2

ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1

Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order
No. 35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the Improvement of
Teaching and Learning.”

Once you are done, answer the following questions. Write your responses and any
other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC session as listed in DO 35, s.

2016. Rank the following objectives from easiest to the most difficult to achieve:

__1__ To improve the teaching-learning process to improve learning among

students
 __4__ To nurture successful teachers

__2__ To enable teachers to support each other to continuously improve their

content and the pedagogical knowledge, practice, skills, and attitudes

__3__ To foster a professional collaborative spirit among school heads, teachers,

and the community as a whole

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

In my own opinion, the three challenges that ensure successful LAC are the
following:

1. LAC Scheduling of Meeting

The selection of date and time is significant indicators to ensure
successful LAC session. This means that the date and time is favorable to
all the LAC team members. All should be present so that everyone should
be able to share their own understanding, interventions to be adopted,
and productively generate solutions to issues that concern the school,
the learners, and among themselves. In this manner, LAC session will
become successful and productive.

2. Setting Up of Resources
Before the LAC session be scheduled before hand, the LAC leader
should ensure that all resources (human and material) are ready.
Because if not, success will not be possible if both human and material
resources are not complete nor ready.

3. Prioritization of Topics or Agenda

Prioritization of LAC topic to be tackled is an essential indicator of

success because if done so, problems will be addressed immediately.
Careful selection of LAC topic should surface the present problems of the
school, of the learners, or among the teachers themselves.

Activity 2

According to DP 35, s. 2016, a LAC should have no less than 2 but not more than
15 members each. Get in touch with your designated Coach or LAC Leader in forming
your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC.

2. During this meeting, decide on your groupings and designate one LAC Facilitator and one
LAC Leader per LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your preferred LAC composition
with your assigned Instructional Coach (this will be a district or division supervisor
assigned to your LAC).
 After forming your respective LACs, there should be a LAC Leader assigned to you
from among the following school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential to lead,
or subject expertise to lead the LAC.

 Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LAC through a network of
LAC Leaders.
 LAC INSTRUCTIONAL LAC LEADER LAC MEMBERS

JUDITH G. TINIO,PhD NORAISA M. IBRAHIM

Master Teacher I
Principal I

Activity 3

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

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER NORAISA M. IBRAHIM Responsible for guiding a group to complete a task or project.

TEAM CO-LEADER RAQUEL D. RUGAY Assists the leader in guiding the group to perform a given task.

MEMBERS WILMA C. ESTEBAN Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able
to accomplish the given task or project.

GRACE D. BUAGAS -do-

ROVIE G. LACASANDILE -do-

NORHANI U. SANGKI -do-

RUFFA MAE R. -do-

NARVACAN

AIREEN B. ALVARADO -do-

JOCELYN L. OCSIO -do-

SHANIA GUNDAR -do-

TERESITA D. CABANGON -do-

NELIA H. SINSUAT -do-

JANET FLORES -do-

GLORIA J. JOVILLA -do-

KATHERINE M. SUMAYLO -do-

NORAIDA I. ESMAEL -do-

BADIE BAYAN

ANGELINA N. SUMAEL

TRISHA MALAINE
ESCALONA

FAIRODZ SENDAD

EVA IBARRA

MYRAH TAMAMA

GINA RAMOS

GRACE VINGNO

BAI RIZAH D. ALI

MARIA MONTSERRAT C.
MAGDAEL

SHIELA MARIE L.
BESINIO

ANALYN M. CALUBIRAN
 AMAIRA A. BUISAN

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

Answer the following reflective questions.

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think are the
fundamental concerns in terms of curriculum standards that need to be addressed in order to ensure
learning continuity? Cite a specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?

Answer:

One of the major concerns that needs to be addressed is the proper dissemination of content knowledge to
the students. Although the DepEd made a solution to this by formulating MELC’s, there are still some issues
need to be resolved like the medium of instruction. DepEd shows different alternative delivery modes but to
me, this would not work without the cooperation of everyone

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers (Andaya,
2018). This is perceived to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why not?

Answer:

I don’t think the curriculum is the problem. It is the implementation. The curriculum had
undergone different researches before was being implemented. Maybe the reason is that, the
curriculum is slightly ideal

ACTIVITY 2

Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.

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

Answer:
The general purpose of the MELC’s is to ensure quality, relevant and
 liberating education by reviewing the competencies in K to 12 Curriculum. Before the
pandemic, there is already reviews done in the competencies and there are plans to
compress learning competencies. The specific purpose is to map the essential and
desirable learning competencies and to identify.

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

competencies?
Answer:
The review covered the following:

● Mapping of the essential and desirable learning competencies within the curriculum;

● Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies

● Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

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

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

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

Answer:

It started in identification of essential and desirable learning competencies. Then, essential

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

● These are too specific (and the articulation is similar to that of a learning objective).
 ● These are deemed appropriate to be introduced in an earlier quarter or grade level or moved
to a later quarter or grade level.

● These are recurring.

● These are subsumed in another learning competency

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

Answer:

The creation of most essential learning competencies is a very long and comprehensive
process. It has undergone different processes to ensure that learners will be educated properly.

ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list
of MELCs.

Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table and compare the two documents to
determine which learning competencies were retained, dropped, or merged.

K to 12 Learning
Competencies
MELCs
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduces.

Discuss the interaction among living-

things and non-living things in tropical
rainforest, coral reefs and mangrove
Discuss the interaction among living
swamps.
things and non-living things in tropical
rain forest, coral reefs and mangrove
swamps.
Describe the appearance and uses Describe the appearance and uses
Retained
uniform and-uniform mixture.. uniform and non-uniform mixture.

Tell the benefits of separating mixtures

Dropped from products in community.
N/A

ACTIVITY 4

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson.
 Discuss any questions about the MELCs that need clarification as well. Share your
thoughts and let your co-teachers articulate their insights regarding your questions.
Jot down all the insights shared in the discussion, including your own.

Insights:

 MELC’s are a long-term response to the call of SDG4. It is already been planned even before the
COVID-19 pandemic.
 There is a big difference between online learning and digital modular distance learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compresses


LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions:

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

Answer:

In order to systematize learning activities and effectively address the

varying needs of learners and the challenges of instructional deliveries. It is also
essential to prevent redundancy that are visible to repetition of the lesson which does
not show spiral progression.

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

Answer:

Prerequisite knowledge and skills must be taken consideration. It is

worth noting that the identified MELCS cater to higher order cognitive
demands. As such, lower cognitive demands may be considered first in creating
learning objectives. This ensures that prerequisite knowledge and skills that
would enable the achievements of MELCS and eventually the content and
performance standards are address.

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.

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

Answer:

Yes, in order for the department to focus and prioritize those that
are essentials and can be used in the learner’s daily lives.

ACTIVITY 2

1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.
3. Each team will present their unpacked learning objectives.

Discussion and processing will follow each presentation. Suggestions and insights from
each group will be considered in enhancing the learning objectives

Repeat the above process but instead of unpacking, each team will now combine at least
two MELCs of their choice. Group deliberation will be observed in order to arrive at a
consensus. Discuss and jot down the synthesis of the presentations.

Attach presentation:

ACTIVITY 3

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

REFLECTION

Importance of MELC

1. To ensure quality education.

2. To ensure adherence to policies and guidelines set by DepEd
 Outcome

Having completed this module the participants will be able to

 understand the importance of MELCs

 compare the K12 learning competencies and MELCs to determine which
learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consist of

 Lesson 1 Background, Rationale and Development of MELCs

 Lesson 2 Unpacking and Combining of MELCs into Learning Objectives
 LAC Session

Republic of the Philippines

Department of Education
Region XII
SCHOOLS DIVISION OF COTABATO CITY
ROJAS CENTRAL ELEMENTARY SCHOOL

GRADE 1 GROUP

Lesson 1 ACTIVITY 1
1. As a teacher, our fundamental concern in terms of curriculum standards to ensure learning
continuity, this could not be solved by teacher alone. Teachers need bureau specialist, academic
experts and field implementers in curriculum to determine the most essential learning
competencies. The teachers also need the help of the parents to ensure that learning take place.
2. Yes, we agree this is one of the hindering factors on the poor performance of the learners. Due to
many reports that the teachers need to submit.

ACTIVITY 2
1. To focus on the most essential skills a learner requires to learn in a particular length of time and to
sustain the quality of the curriculum.
2. It enlighten us to know the specific, measurable, attainable and most essential competencies that
cant be accomplish within a limited time both by the teachers and learners with the assistance of
the parents.
3. Essential learning competencies are defined as what the students need considered indispensable in
the teaching learning process to building skills to equip learners for subsequent grade level and
subsequently for life long learners.
 4. *Too specific and the articulation is similar to that of learning objective.

*deemed appropriate to be introduced in an earlier quarter or grade level.

*Recurring

5. To lighten the burden of converting classroom oriented learning resource into learning resource

adapted to distance learning.

-To focus instructions to the most essentials and indispensable competencies.

ACTIVITY 3
K to 12 learning Competencies MELCs
Merge/cluster -Visualizes and represents Visualizes and represents
numbers from 1-10 using variety numbers from 1-100 using
of materials. variety of materials.

- Visualizes and represents

numbers from 1-20 using variety
of materials.

-Visualizes and represents

numbers from 1-50 using variety
of materials.

- Visualizes and represents

numbers from 1-100 using variety
of materials.
Retained
Dropped

Lesson 1 ACTIVITY 1
1. It helps to sustain the delivering of quality accessible relevant and liberating Philippine basic
education that service anchored on the ”Sulong Edukalidad “ framework.
2. As a general rule, learning competency was retained if it satisfy the endurance criterion which
greatly contributes to lifelong learning and is a prerequisites skill to the next grade level.
3. Because learning objective must be suitable to the learning at a specific given time and particular
modalities.
 MODULE 3A

LESSON 1: UNDERSTANDING
THE DIFFERENT LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face- to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your
own words, define each modality. Write your own definitions. When you are done,
check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Answers:

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

B. Distance learning - refers to a learning delivery modality where a learner is given

materials or access to resources and he/she undertakes self-directed study at home or in
another venue. Learners engage in independent learning at home or in any physical learning
space applicable, by using learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to
radio-based instruction while being geographically distant from the teacher.

C. Blended learning - refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning. It can be

(1) F2F and modular distance learning;

(2) F2F and online distance learning;
(3) F2F and TV-based instruction/Radio-based instruction;
(4) F2F and any combination of the other types of distance learning.

D. Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment, with
 parents,
guardians, or tutors as authorized facilitators instead of classroom teachers.

2. Question: Which of the LDMs do not have a face-to-face learning

component?
Answer:

Distance learning
Home schooling if done via distance learning

ACTIVITY 2

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

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

DISTANCE LEARNING MATRIX

Role of
Distance
Distinguishing Parent or Role of
Learning Essential Resources Role of Teacher
Feature Household School
Modality
Member
Modular A printed Self-Learning Pack modules and Guide and Provide
Distance materials/ Modules Learning Activity assist their modules
Learning (MDL) modules Sheets to be children for
Learning Activity
adapted to the distribute to education at learners.
Sheets (LAS)
condition of the parents. home.
program use and Textbooks
Help deliver Return
provide quality modules. modules to
education that assigned
response to the Provide Weekly
person.
call for Home Learning Plan
education who Contact
Attend to learner’s
prefer traditional teachers if
queries on tough
way of teaching needed
topics thru text or
of learning phone calls.
Gather modules.
 Check modules
Online Distance Involve in- Learning Activity Provide Weekly Guide, Monitor
Learning (ODL) person Sheets (LAS( Home Learning Plan assist, teachers
interaction monitor and and
Textbooks Provide power point
between teacher help their learners
presentation.
and learners in Power point children on inter
which the main Presentation made Provide self- made their online action
elements include by teachers video class. via
separation of lesson/presentation. online
Teachers Contact
teachers and improvised video Check learners learning.
teachers if
students during lesson/presentation output thru e- needed
instruction and learning.
use of various
Attend to parents
technologies to
and learners queries
facilitate student
on hard topics thru
teacher and
phone calls, text or
student –
messages.
student
communications. Check learne

TV-Based Concise, detailed Smart TV Provide Weekly Guide, Provide

Instruction and precise Home Learning Plan assist, learning
Television with
(TVBI) presentation of monitor and videos
cable connection Provide Learning
the T-learning . help their and
Activity Sheets (LAS)
Textbooks children. activities
Attend to parents thru TV-
Learning Activity
and learners queries Based
Sheets (LAS)
on hard topics thru learning.
phone calls, text or
messages.
Check learners
output.
Radio-Based A form of distant Radio Provide Weekly Guide, Provide
Instruction (RBI) learning that Home Learning Plan assist, learning
Textbooks
able to expand monitor and activities
Provide Learning
access to Learning Activity help their thru
Activity Sheets (LAS
education by Sheets (LAS) children. audio
bringing it to Attend to
Contact
where the parents/learner’s
teachers if
learners are and queries on tough
needed
enable them to topics thru text or
acquire phone calls.
equivalency in Check learners
basic education output
through
 broadcast of
lessons.
Blended Increased Self-Learning Self-Learning Guide, Provide
Distance student Modules Modules assist, modules
Learning engagement in monitor and for
Learning Activity Learning Activity
learning. help their learners
Sheets (LAS) Sheets (LAS)
children.
Enhanced Monitor
Power point Power point
teacher and Contact teachers
Presentation made Presentation made
student teachers if and
by teachers by teachers
interaction. needed. learners
Teachers Teachers improvised inter
Responsibility of improvised video video action
learning. lesson/presentation lesson/presentation via
Improved online
Textbooks Textbooks
student learning learning
outcomes.

Note that when a vaccine is already available and F2F will be allowed by the Inter-
Agency Task Force (IATF) and by the local government unit (LGU) concerned, any of
the DL modalities may be combined with F2F learning to come up with a BL. Learn
more about BL in the Supplementary Handout on Blended Learning Delivery
Modalities

ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your

level of resources (infrastructure, financial, human), level of experience in DL, health
and safety status, context and capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each.

Ranking Type of DL
(1 to 5, from easiest Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but

3 TVBI not all.

Combination of all may require more

4 BL mixed resources.
 This DL is the hardest to implement due to
digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.

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

The LCP assures that all possible measures will be taken to ensure that no child will
be excluded from learning during the COVID-19 crisis. Think about groups of learners
in your School/Division who might require special consideration to be able to
participate in DL. Describe what targeted interventions you would develop to include
them. Listed below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers and share your ideas at your next
LAC Session.

Learner Group Targeted Intervention

RVBI, TVBI-The teacher encourage the

pupil to be more patient to study of course
Learners without parents or household member who with the teacher’s concern by giving follow
can guide and support their learning at home ups to their lesson and it can be done via
text, chats or voice calls to the pupils.

MDL-They can be facilitated by their

parents/household partner and can be done
via SLM( Self Learning Modules) and
LAS(Learning Activity Sheets) WHLP
Beginning readers (K to 3) (Weekly Home Learning Plan).
Follow up by the teacher via voice
call/internet.
MDL, TVBI, RVBI-Provide them reading
materials to read and to be monitored using
Struggling readers (Grades 4-12) the ORV (Oral Reading Verification) to be
done via internet based resource.

MDL- The teacher will send them material/s

such as SLM (Self Learning Modules), LAS
(Self Learning Activity Sheets) and WHLP
No access to devices and Internet (Weekly Home Learning Plan) to be
delivered by assigned parent leader/
barangay officials.
 MDL- The teacher will create projects and
assignments that help students the critically
and at the same time they learned about it.
Inaccessible (living in remote and/or unsafe areas) -ask for the help of barangay officers for
delivery of the printed materials.

MDL- The teacher will give learning

materials based on their culture knowledge
system and practices of the learners in their
community.
Indigenous Peoples -learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue
Based.

TVBI, RVBI, MDL-Provide them SLM (Self

Learning Modules) LAS (Learning Activity
Sheets) WHLP (Weekly Home Learning
Plan)
Persons with Disabilities Textbooks and can be facilitated by
parents/guardians. And can be monitored
via voice calls texts or internet resources.

LESSON 2:
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go

through the document, write down your answers to the following questions:
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning “the content of instruction,
selecting teaching materials, designing the learning activities and grouping methods, and
deciding on the pacing and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned
lessons are fundamental to ensuring the delivery of quality teaching and learning in
schools.
In order for the design to be effective, teachers need to consider the learners’
characteristics
and be responsive to the needs of the learners.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
 f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals

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

Answer:
a. Clearly articulated lesson objectives
b. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the learning
objectives. These learning tasks can be presented (1) before the lesson, (2) during
the lesson proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

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

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

ACTIVITY 3

Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities
and strategies would make it easier to adjust and revise the lesson plan as needed.

Highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and
DLP should be filled up after the lesson is delivered. Teachers are encouraged to
think
about their lessons, particularly the parts that went well and the parts that were weak
and write about those briefly. In the reflection, teachers can share their thoughts and
feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be adjusted
in the future. Teachers can also take note of the number of learners who earned
 80% in the evaluation, the number of learners who require additional activities for
remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.
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).

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encouraged to think about
their lessons, particularly the parts that went well and the parts that were weak and write
about those briefly. In the reflection, teachers can share their thoughts and feelings about
their lessons including things about the lesson that were successfully implemented and
which ones need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered
that their principal or supervisor can help solve.

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

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

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

Grade Level : MTB 2

Lesson/Topic: Talk about oneself and one’s personal experiences using appropriate expressions
Learning Objectives: Talk about oneself and one’s personal experiences using appropriate expressions
Learning Resources/Materials Needed: MTB Module 1

Additional Remarks: (ex. can

be done via voice calls, can be
Check if already present in facilitated by a household
Part of Lesson / Learning the SLM partner,
Tasks can be done via a learning
activity sheet, can be presented
 via an internet- based resource,
can
be facilitated during a
synchronous learning session,
etc.)
Before the Lesson
√
1. Review previous lesson can be done via voice call or
2. Clarify concepts from previous lesson √
video call
3. Present warm-up activities to establish √
interest in new lesson
4. Check learner’s prior knowledge about can be facilitated by a
the new lesson √ household partner
5. Present connection between old and new
lesson and establish purpose for new
lesson √
6. State lesson objectives as guide for learners √

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

After the Lesson

√ can be done via voice call or
1. Wrap up activities video call
2. Emphasize key information and √
concepts discussed Can be done via learning
3. Ask learners to recall key activities
and concepts discussed √ activity sheets
4. Reinforce what teacher has taught can be done facilitated during
5. Assess whether lesson has been mastered √
synchronous and
6. Transfer ideas and concepts to √ asynchronous learning session
new situations
√

Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?

Answer:
Accessible video presentations and other activity learning sheets that will
suit the accessibilities of the learners.

2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?

Answer:
Consultations thru voice or video call.
 3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Answer:
Face to face (If allowed) or let the parents and learners write and attached
their feedback in each activity sheets.

Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
• You can use content topics as themes, motivation, springboards, or initial
topics for lessons across subjects. You can also try merging selected
learning area performance tasks and assessments and create separate
rubrics for scoring per learning area. This can make it easier for you to check
student work, and saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back
with your Coach and share them with your peers.

ACTIVITY 5

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

Guidelines on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two. Write your
answers in a Venn diagram. Follow the example below.
 After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
other similarities and differences between the two types of assessments.

ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified
to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that
you are teaching? Recreate the following table and list five methods that you would
like to try. For each one, write how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in

Method DL

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

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

At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
Task depending on the topic. Feedback and clarification may be done thru
voice or video call consultation.

I will give it once at the end of the quarter face to face ( if allowed) and or
3.Quaterly test item will be send via online messaging. , I will take note of the
Assessment common misconceptions and clarify them to the learners during our online
session or via text message.

I will include it in the learning activity sheet to be given weekly along with
4.Formative the modules. Based on the responses, I will take note of the common
Assessement misconceptions and clarify them to the learners during our online session
or via text message.

I will instruct the class at the beginning of each quarter to gather

5.Portfolio evidences and mov’s of what they do, submit and write for the whole
Making quarter. It will be checked and noted at the end of the quarter upon the
retrieval of pupil’s output thru parents.

Be ready to share your output when you meet with your LAC group after completing
this module. Try to answer these questions with your colleagues:

1. What assessment methods are common among the group members?

Answer:
Written works and formative test are common among the group
because it can be included right away with the activity sheets.

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

Answer:
The differences of the learners which will be visible to differentiated learning
and the learner’s access to mode of delivery.

3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer:
More LAC regarding assessment to attend so we will have more chances and
choices of the different assessment we can give.

ACTIVITY 7
 Sample learning outputs obtained from different assessment methods may be collected
to build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-
Portfolio to find out how to construct and use it.

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

Questions True False

1. A portfolio mainly displays the academic achievements of the

learner. √

2. Testimonies of parents/guardians and learning facilitators regarding

the learner’s progress may be included in a portfolio. √

3. There is a fixed list of items that should be included in a

portfolio. √

4. The teacher can only comment on a learner’s portfolio. √

5. For asynchronous learning, teachers allow learners to work on their

outputs during their own time. The latter will submit the portfolio √
within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their √
work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical √

forms may be handed over to the teacher by the parents or learning
facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make sure
that these would show how much they have learned.
 LESSON 3:
GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B.

Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes
that learners need to demonstrate in
b. mode of delivery
every lesson and/or learning task.
D
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter
d. learning task
and to enhance their
understanding of the content.
A
3. This refers to the prescribed subject
B that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent based
on their context.

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

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

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162

which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP:

• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area teachers.
 • Adjustments should be made on the timeframe for accomplishing the
learning tasks if there are any suspensions of classes due to calamities
(DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing
portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO)
which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up
to four hours (two in the morning and the other two in the afternoon) for
Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the
morning and the other 2 hours in the afternoon)

ACTIVITY 3

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

After you read the guidelines on creating an ILMP, fill out the table below to see how
the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Yes Yes
Has to be communicated to
parents?

ACTIVITY 4

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

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

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: DATU JIBREEL U. NUL

Grade Level: Grade 2

Learner’s Status

Learnin Learner’s Monitoring Insignific Significa

Intervention Strategies Provided ant nt
g Area Needs Date Mastery
Progres Progres
s s

Struggles to
read with
MTB a. seek help from a capable October 12- /
fluency and immediate family member to 30, 2020
comprehension help the learner in
answering the learning
modules

b. give sufficient time for the

learner to accomplish the
learning modules

c. scheduled home visitation of

the teacher to help the
learner in answering the
activities in the learning
modules.

d. make and provide learning

activities suited to his pace
of learning

e. if possible, the teacher

 provides direct guidance
and supervision in the
completion of the learner

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

need to be revised.
Intervention
Status
/
Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during your next LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to get
in touch with the household partner who provides assistance as needed while the
learner is doing the learning tasks at home.

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will be
able to design lessons with your best efforts, and maximize learning in this
new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with
them and their families. As teachers, you need to make your presence felt,
and send the message to the learners that they are not alone in this situation.
This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt
to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this Module.
 MODULE 3B: LEARNING RESOURCES
Lesson 1:
LEARNING RESOURCES MAPS FOR DISTANCE LEARNING
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Answer:
Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM we need to have
printed SLM. This SLM will be distributed to the learners
2. Do you have the complete resources for the Distance LDM needed in class? If the LRsare not complete or
not available, what steps will you take to make these available? Whatare your options to substitute these
missing LRs
Answer: Yes
3. What support will you need to maximize the use of the two DepEd - sanctioned LR Portals? From whom
can you get this support?
Answer:
Using the DepEd LR, we can easily find and obtain our need SLM. But before we can open the portal, we
need to have an internet access and permission of the administrator.
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?
Anwer:The LR materials are all appropriate to the level of our learners for the reason that it is based on the
MELCS. If there`s a learner who has a disadvantage in taking the materials, we need to have a separate LR
for her/him.
ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can
youprovide to your colleagues and what support can you get from them in terms of LRs?Take note of the
insightsthat you can gather from your colleagues and write them in your Study Notebook
Answer:
After the discussions and exchanging of ideas we come up with the different ideas regarding LR.Learning
Resources and SLM are now ready to our portal given by the National for our modular Distance learning so
the only help that my colleagues can offer is to print the SLM for distribution to our learners.

Lesson 2: ACCESSING LEARNING RESOURCES FROM DEPED PORTALS

Activity 1: Established access to the following portals.
Explore the portals:
Answer
1. Given the LDM adopted in your school, how can the two Deped portals respond to your LR needs and
those and of those of your learners? How do they complement the LRs that you already have?
Answer:
The LDM adopted by our school are online distance and modular distance learning The Deped portals have
a great help teachers it gives the teacher other resources that they can use aside from the self Learning
Modalities which are made by the teachers.
2. What are the challenges in accessing the LRs in the portals both you and your learners? How will you
overcome these challenges?
Answer: I think the only challenges for both teachers and students is the internet connections.to be able for
us to access the LRs portals you need to have internet connections.
3. What support will you need to be able to maximized the use of the LR portals ? From whom can you get
this support?
Answer:I think it`s enough for us that the Deped developed the LR portal thats a big help already.
LESSON 3: ASSESSING THE LR MATERIALS
1. Activity Was the material able to meet all the requirements?
Answer: YES, because the material is based on the MELC.
2. Were there any questions in the assessment test where you answered “No”or Cannot be deteremined “?
What decision will you make on the LR material? Why?
Answer: None. I will use the LR materials as supplementary material to my class. Because the division
office prepared already self Learning Materials.
3. Are there other aspects of the materials not covered by the tool but still need to be assessed ?Specify
which aspects?
Answer: I think we need to assess if the material is localized and indigenized.
4. How does this exercise help you in picking the right and appropriate LR`s for our lesson and your
learners?
Answere: It gives me the idea if the materials that i decided to used is enough already for me to use in the
opening of the class.
ACTIVITY 2
1. Based on the Assessment tool, how does the material from a non-Deped Portal compare with the LR
from the Deped Portal?
Answer: I think thet are comparable on the approach on how they present the topic and on the way they
create activities and environment.
2. Based on the resuts of the Assessment Tool, what important do the materials both the Deped and Non-
Deped portals still need?
Answer:I think they need to improve the different activities .they need to be more creative in creating
activities and enrichment.
3. How does this exercise help you in picking the right and appropriate LR`s for your lesson and your
learners?
Answer;It helps me to decide on which specific LR`s I will use to my students.
ACTIVITY 3
Choose one of the LR materials that you have develop.
1. How does your material compare with the ones that are obtained from the online portals?
Aswer: The material that I have develop is based from the mature of my students .I know the capacity, the
nature and behavior of my students.the :LR`s from the online are based on the general characteristics of the
students.

2. What improvement do you still need to make in your developed materials?

Answer: I think I need to improve my creativity in choosing the best design for my LR.
Submitted by:
 MODULE 4

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.

STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
E

I can use the modality with ease. /

I can confidently use the

/
platforms in the modalities.

I can use pedagogies associated

with the modalities and /
platforms.

I can very well manage my

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

I can very well engage with

parents and community partners /
in assisting learners.
 ACTIVITY 2.

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity 1. What particular professional standards in the
PPST do you need to focus on to effectively use the LDMs in relation to the content and pedagogy of the
learning area/s you are teaching? Write your answer and other insights in your Study Notebook.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd Professional
Development Priorities and the Continuing Professional Development Guidelines
Professional standards in the
PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this school year
Modelling a comprehensive
Domain 1 due to global health pandemic,
selection of effective
careful selection of effective
teaching strategies that
Content Knowledge & teaching strategies that promote
promote learner achievement
Pedagogy learner achievement in literacy and
in literacy and numeracy.
numeracy should be addressed
properly.
Since learning modality has
drastically changed this school year
Modelling a comprehensive
Domain 1 due to global health pandemic,
selection of effective
careful selection of effective
teaching strategies that
Content Knowledge & teaching strategies that promote
promote learner achievement
Pedagogy learner achievement in literacy and
in literacy and numeracy.
numeracy should be addressed
properly.
Applying comprehensive
knowledge of and acting as a We need to address a safer and more
Domain 2 resource person for, policies, secure learning environment especially
guidelines and procedures that now that Covid-19 is still infecting
Learning Environment relate to the implementation of people. Health protocols should be
safe and secure learning observed always.
environments for learners.
Domain 4 Modelling exemplary practice Careful planning of the lessons should
and leading colleagues in take place. Teachers should consider
Curriculum and Planning enhancing current practices in the fact that learning modality is
 the planning and management
of developmentally sequenced
different now compared before.
teaching and learning
processes.
Leading initiatives in the
evaluation of assessment Teachers should adopt appropriate
Domain 5 policies and guidelines that assessment method to ensure that
relate to the design, selection, learning among children is effective
Assessment & Reporting organization and use of though modular distance learning is the
effective diagnostic, formative, learning modality most of us will be
and summative assessment using under the new normal school
consistent with curriculum setting.
requirements.

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 What will push you to What will help you attain this
toward improving your achieve this goal? goal?
teaching practices in
the modalities?
1. Make effective learning to
happen in the new normal Attending webinars.
using teaching strategies that
fit modular distance learning The challenges in teaching Partnership with stakeholders.
by attending/joining under the new normal.
webinars that help us make Training para-teachers as facilitators of
our lessons effective to learning.
deliver.

2. Maximize the lacking The empathy to students and the Support from their parents and
resources in providing student hope for the betterment of our stakeholders.
assistance. future

3. Fair assessment to students Knowing the reality of our Student’s cooperation in submitting
output based on diverse state of current situation. their output
life

4. Better collaboration to the DepEd’s aim to provideEnhanced teamwork of all the actors of
whole community. continuous learning amidst learning; teachers, parents, students and
pandemic. stakeholders.

LESSON 2:

PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template. Examine
the available PD activities/programs offered by DepEd and non DepEd providers whether online or
offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and Division
Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan

(Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources
Needs Learning Objectives Needed
Intervention
of the PD Program

Learning and
To participate To manage Development
in collegial learner Apply more positive Strategic learning Year- round Team
discussions behaviour and effective mode
 that use constructively by Supervisor/Sc
teacher and applying positive strategies to develop hool
learner and non-violent and manage Head/Master
feedback to discipline to behaviour of the Teachers/Co-
enrich teaching ensure learning- learners workers
practice. focused constructively in
environment. every task and Local Funds
activities.

Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.

ACTIVITY 2

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.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

To manage learner behavior constructively by applying Apply more positive and effective strategies to
positive and non-violent discipline to ensure learning- develop and manage behavior of the learners
focused environment. constructively in every task and activities.

Result focus particularly on achieving results with Arrange schedules for each task that needs to
optimal use of time and resources most of the time. be accomplished as urgent, high priority and
priority.
JUDITH G. TINIO, PhD
Principal