Republic of the Philippines

Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Schools District of Santa Barbara
TAGSING—BUYO NATIONAL HIGH SCHOOL
Tagsing, Santa Barbara, Iloilo
 
MODULE 1
 COURSE
INTRODUCTION/
GETTING STARTED

LEARNING DELIVERY MODALITIES 2 (LDM2) OVERVIEW

“Sama – Sama sa pagsulong ng Edukalidad”

 Republic of the Philippines
Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Schools District of Santa Barbara
TAGSING—BUYO NATIONAL HIGH SCHOOL
The Tagsing, Santa Barbara, Iloilo

Learning Delivery Modalities Course 2  

(LDM2) for Teachers is a task-oriented, modular course to be

accomplished in collaborative virtual Learning Action Cell (LAC)
sessions, at the same time to give Teachers the knowledge on different
learning delivery modalities and platforms, its implementation and
preparation of learning materials and resources needed.
This course will help us deliver quality instruction in the new
normal, since it is designed to help us, Teachers, o become aware of
the instructional implications of LDMs and use them effectively. With all
the lessons, readings, video tutorials, activities, quizzes, and reflective
prompts carefully crafted and embedded in this module, I believe that it
will surely equip us with the necessary knowledge and skills to deliver
quality instruction and help our learners to learn effectively in this new
normal.
There are two support mechanisms that will guide us, to
successfully achieve our main goal which is LEARNING, first is the
course itself which focused on the implementation and management of
alternative learning delivery system at all levels in the education system
and the other one is the collaboration with may co-teachers and
mentors for a various point in the module.
Together we can a difference!
MODULE 2
 ESSENTIAL LEARNING
COMPETENCIES

UNPACKING OF MELCS
 K TO 12 LEARNING MELCS
COMPETENCIES

MERGED/CLUSTERED NONE NONE

1. Describe the components of a scientific 1. Describe the components of a

investigation; scientific investigation;
2. Recognize that substances are classified 2. Recognize that substances are
into elements and compounds; classified into elements and
3. Distinguish mixtures from substances compounds;
based on a set of properties; 3. Distinguish mixtures from
4. Investigate properties of unsaturated or substances based on a set of
RETAINED saturated solutions properties;
5. Express concentrations of solutions 4. Investigate properties of
quantitatively by preparing different unsaturated or saturated solutions
concentrations of mixtures according to 5. Express concentrations of solutions
uses and availability of materials; quantitatively by preparing different
concentrations of mixtures
according to uses and availability of
materials.
1. Investigate properties of acidic and
basic mixtures using natural indicators;
and
DROPPED
2. Describe some properties of metals and
non-metals such as luster, malleability,
ductility, and conductivity.

COMBINING OF MELCS
GRADE 7 SCIENCE
 Quarter 1 CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
Doing Scientific Investigation The Learners Demonstrates The Learner is able to Define scientific
1. Ways of acquiring understanding of the perform in groups in guided investigation .
knowledge and scientific ways of acquiring investigations involving Describe the components of
solving problems knowledge and solving community based problems scientific investigation.
problems. using locally available
materials.

UNPACKING OF MELCS

Sample Learning Objectives

Learning Competencies-MELC

*To be able to
a. Classify the substances into elements
and compounds
Recognize that substances are classified into b. Define elements and compounds
elements and compounds c. Differentiate substances into
elements and compound

*To be able to:

a. Define Mixture
Distinguish mixtures from substances based b. Give the different examples of mixtures
on a set of properties c. Differentiate the three types of mixtures
 WEEKLY HOME LEARNING PLAN IN GRADE 7 SCIENCE
Quarter 1 Week 1
October 5-9 ,2020
Subject Teacher: Nanette M. Robles
09205003956
Date and Time Learning Learning Learning Task Mode of
Area Competencies Delivery
Monday Recognize that 1.Objectives Answer the Activity
9:00 AM– 11:00 Science 7 substances are classified Classify sheets and insert in
AM into elements and thesubstances into your Science
compounds . elements and Module. Let your
(S7MT-Ig-h-5) compounds parents send the
output on the
scheduled retrieval
a.Activity 1 “What I in your respective
am” Barangay.
Direction: Check the
appropriate column
below if it is an
element or a
compound on page 9-
10.
b.Activity 2” Elements
or Compounds” Write
E if it is Element and C
if it is Compound on
page 11-12.
Reflection…
The closure of schools around the world due to the global pandemic
posed serious challenges on the delivery of quality basic education. To ensure
learning continuity, as Teachers we should think of the fundamental concerns in
terms of curriculum standards that needs to be addressed. Adjustments in this
time of “new normal” is very significant, since we are considering Learning and
Health at same time.

MELCs is not just a response to addressing the challenges of the current

pandemic but is also part of the Departments’ long-term response to develop
resilient education systems, most especially during emergencies. It serves as a
guide of teachers as they address the instructional needs of learners while
ensuring that curriculum standards are maintained and achieved and to assists
schools in navigating the limited number of school days as they employ multiple
delivery schemes by providing them ample instructional space.

MELCs selection is considered “ENDURIC which means a learning

competency is considered enduring if the learners can still use and remember
the acquired skills even after the assessment or units of study. Furthermore,
they can use and apply those skills in the other fields and even in everyday life.
Enduring means “LONG – LASTING”.

We should not forget that we are not alone in facing these challenges, let
us continue working hard to achieve our goal which is addressing the challenges
of quality Basic Education in delivering quality and meaningful learning
experiences amidst the crisis.
 Republic of the Philippines
Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Schools District of Santa Barbara
TAGSING—BUYO NATIONAL HIGH SCHOOL
Tagsing, Santa Barbara, Iloilo
 
 MODULE 3A
Expected Outputs:
1. List of Targeted Learner
interventions
2. Learning Task for DL

Lesson Design and

Assessment in the Modalities

3. Assessment Method in DL
4. Weekly Home Learning Plan for one
(1) subject
5. Individual Learning Monitoring Plan
 for a student who lags behind in
completing the learning tasks
6. LAC 3 Teacher Engagement Report
7. LAC 3 Session Report

LESSON 1: UNDERSTANDING THE DIFFERENT LDM

Activity 1: Defining the modalities prescribed in the LCP.

1. Face-to-Face (F2F) Learning- is an instructional method where course content and

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

2. Distance Learning (DL) - refers to a learning delivery modality where learning takes
place between the teacher and the learners who are geographically remote from
each other during instruction. This modality has three types: Modular Distance
Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.

3. Blended Learning (BL)- is a student-centered approach to creating a learning

experience whereby the learner interacts with other students, with the instructor, and
with content through thoughtful integration of online and face-to-face environments.
A well-designed blended learning experience thoughtfully organizes content, support
materials, and activities via synchronous and asynchronous learning events, all of
which are delivered in a variety of modes ranging from traditional lecture to online
tutorials. Communication and collaboration are necessary functions of a blended
approach. Because formative assessment is embedded throughout learning events,
the learner assumes responsibility for his or her learning.
 4. Homeschooling- this is an Alternative Delivery Mode (ADM) that aims to provide
learners with access to quality basic education through a home-based environment
to be facilitated by qualified parents, guardians or tutors who have undergone
relevant training. It allows families to educate according to their personal faith,
philosophy, and values, and to adjust learning schedules around family schedules
and circumstances. However, there remain several issues in its implementation,
including the supervision of licensed teachers and alignments with the curriculum.
Thus, this modality will be the subject of a later DEpEd issuance before its
expansion.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School
Learning Feature Resources Household
Modality Member
Modular Self-Learning Competency- Prepared printed Guide the learners Coordinate with the
Distance Modules Worksheet based printed modules Monitor and and serve as para- LGU for the manner
Learning learning assess the learners teacher of delivery and
(MDL) material retrieval of printed
module and modules
activity sheets
Online Online instruction Internet access Facilitator of learning in Provide internet Provide strong
Distance Gadgets digital platforms connection for internet access for
Learning ( smart phone, learners and digital teachers in school
(ODL) laptop, desktop devices/gadgets
and tablet
TV-Based Television Educational Scheduled broadcast of Guide the learners Provide the TV
Instruction television the lessons program and
(TVBI) programs and broadcasting
channel
Radio-Based Radio Based Educational Serve as radio Guide the learners Provide the radio
Instruction Instruction Radio Station broadcaster station and
(RBI) Programs broadcasting

Blended Combination of Internet access Facilitator of learning Guide and support Monitor and
Distance traditional and Digital devices learners need supervise the
Learning technological or gadgets implementation of
learning Printed BDL
Materials
 ACTIVITY 3: Ranking the Types of Distance Learning
Ranking Type of DL Why?
(1 to 5, from easiest to
hardest to implement)

A best way of learning and it is designed for every student’s level of learning
1 MDL by engaging and reacting to different tasks of success.
Learning style, in which students learn through online and mobile media as
well as conventional face-to-face instruction. For each student, this learning
2 BL method needs secure internet connectivity and gadget, but then students
can have the option of providing a module to cope with other learners.

Online delivery learning is not particularly applicable to all learners.

3 ODL

During the lesson, the TVBL will encounter various challenges such as
4 TVBL diversion and there is no exact guidance for this method of delivery how it
will be done specifically for assessment and evaluation.
During the lesson, the RBL will encounter various challenges such as
5 RBL diversion and there is no exact guidance for this method of delivery how it
will be done specifically for assessment and evaluation.
Activity 2: Sequencing Learning Tasks
The second component of a well-designed lesson asks teachers to select and sequence teaching and
learning activities that would help learners meet the learning objectives. These learning tasks can be presented (1)
before the lesson, (2) during the lesson proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

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
16. Check learner’s prior knowledge about the new lesson

LIST OF TARGETED LEARNER INTERVENTION

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

LEARNER GROUP TARGETED INTERVENTION

Learners without -Create A Community Learning Cell and Facilitator Core Group
parents or household -Continuous monitoring thru social media or cellular phones and regular
member who can communication
guide and support - Home Visitation if possible
their learning at
home.
-
Beginning readers (K
to 3)

- Designate teacher to address learners’ concerns through Self Help Desk.

- Tap potential partners/ stakeholders for the support of supplemental IMs.
Struggling readers - Encourage parents to take advantage of the community resources
(Grades 4-12) - Hone parent’s and barangay officials facilitating skills through orientation on
this concerns

- Provide modules and other printed materials.

No access to devices
and Internet

Inaccessible (living in - Adopt a child program/ Homeshooling

 - Mobilize school MOOE fund for their supplementary needs in learning
- Provide modules and other printed materials with localized learning
remote and/or unsafe
materials.
areas)

Indigenous People

Persons with -Provide learning materials that are suited for their needs.
Disabilities -Regular monitoring of their progress and the challenges they encountered.

Other? Specify.

Activity 4: Using and Supplementing SLMs

Learning Delivery Modality (select one): Modular Distance Learning
Grade Level and Learning Area: Grade 7 - Science
Lesson/Topic: Solves problems involving sets with the use of Venn Diagram
Learning Objectives: at the end of the lesson, the learners should be able to:
1. Recognize that subtances are classified into elements and compounds
Learning Resources/Materials Needed: Learning Module

Check if already Additional Remarks:

(ex. can be done via voice calls, can be facilitated
Part of Lesson / Learning Tasks present in the by a household partner, can be done via a learning
SLM 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 √
2. Clarify concepts from previous √
lesson
3. Present warm-up activities to √
establish interest in new lesson
4. Check learner’s prior knowledge √
about the new lesson
5. Present connection between old √
and new lesson and establish
purpose for new lesson √
6. State lesson objectives as guide for
learners
Lesson Proper
1. Explain, model, demonstrate, and √ Printed Modules and ,Activity Sheets
illustrate the concepts, ideas, skills, or
processes that students will
eventually internalize √
2. Help learners understand and
 master new information √
3. Provide learners with feedback √
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities √
2. Emphasize key information and √
concepts discussed
3. Ask learners to recall key activities √
and concepts discussed
4. Reinforce what teacher has taught √
5. Assess whether lesson has been
mastered √
6. Transfer ideas and concepts to
new situations √

Activity 5: Formative Assessment vs. Summative Assessment

Formative assessment is Summative assessment

a ongoing, flexible and is used to determine at
Both are ways to
more informal diagnostic a particular point in
assess
tool. time what students
Questioning
Quizzes strategies need know and do not know.
Observations to be addressed State assessment
Creating T-Charts, Venn Both need to be District benchmark or
diagram, & other used to evaluate interim assessments
student learning a student End-of-unit or chapter
evidence effectively tests
Classroom/homework Assist in future End-of-term or
lesson planning
Helps teacher modify semester exams
future lesson planning Scores that are used for
based on learner needs accountability
 Activity 5: ADAPTING ASSESSMENT METHODS IN DISTANCE LEARNING

Assessment
How to Adapt the Assessment Method in DL
Method
1. KWL Activities (what I Before the lesson starts, there are activities in the module that asses the
know, what I want to prior knowledge of the learners by using KWL method.
know, what I learned)

2. Open-ended After presenting the lesson and giving of examples in the module, open-
questions ended questions are commonly used.

3. Practice Exercise Practice Exercise is usually after the discussion of the lesson in the module to
test if the learners master or understands the lesson given.

4. Quizzes Five to ten items quiz is given at the end of the lesson.

5. Performance Tasks Performance tasks is also provided for the application or outputs of the
lesson and to maximize also the holistic skills or multiple intelligences among
learners.
 ACTIVITY 1: DIFFERENTIATING HOME LEARNING PLAN FROM THE
INDIVIDUAL LEARNING MONITORING PLAN

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose Serve as reference to guide learners A tool for monitoring the learners’
and household partners/ learning progress who lag behind as shown by
facilitator in tracking daily activities to the result of their assessment.
perform and done at home.

For Whom? Learners and learning competencies, Teachers and learning facilitator or
learning tasks, mode of delivery. household partner.
Components Learning Area, Learning Learner’s needs, intervention
competencies, learning tasks, mode strategies, monitoring date, learner’s
of delivery. status.
Has to be communicated to Yes Yes
parents?
 INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT WHO LAGS BEHIND
IN COMPLETING THE LEARNING TASK
Learner’s Name: Manajero , Jambert
Grade Level: 10
Learner’s Status
Learning Learner’s Intervention Strategies
Monitoring Date Insignificant Significant
Area Needs Provided Mastery
Progress Progress
Science 10 The learner a. seek help from a October 8 -10 ,2020
needs capable immediate
further family member to help
explanation the learner in
and more answering the learning
sample modules
exercises in b. give sufficient time
answering for the learner to
Science accomplished the
activity. learning modules
c. scheduled home
visitation of 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.

Source: DepEd Memorandum DM-CI-2020-00162

WEEKLY HOME LEARNING PLAN IN GRADE 7 SCIENCE

Quarter 1 Week 1
October 5-9 ,2020
Subject Teacher: Nanette M. Robles
09205003956
Date and Time Learning Learning Learning Task Mode of
Area Competencies Delivery
Monday Recognize that 1.Objectives Answer the Activity
9:00 AM– 11:00 Science 7 substances are classified Classify sheets and insert in
AM into elements and thesubstances into your Science
compounds . elements and Module. Let your
(S7MT-Ig-h-5) compounds parents send the
output on the
scheduled retrieval
a.Activity 1 “What I in your respective
am” Barangay.
Direction: Check the
appropriate column
below if it is an
element or a
compound on page 9-
10.
b.Activity 2” Elements
or Compounds” Write
E if it is Element and C
if it is Compound on
page 11-12.
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: NANETTE M. ROBLES LAC SESSION ID.:58

REGION: VI DATE OF LAC SESSION: September 14,2020, 8:00 AM

DIVISION: ILOILO 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 = Stro

Part B
Comments / Remarks (For example, if Please
you disagree or strongly disagree, please the
SD D N A SA indicate why.) inform
reque
THE LAC SESSION

1. I ne
1. I learned a lot from my colleagues in this LAC session.
furthe
clarifi
2. The LAC session deepened my understanding of the SLM content.
and/o
resou
3. My perspective on the topic/s covered has changed as a result of the LAC session. the fo
topics
4. I participated actively in the LAC session by sharing my assignment and insights, asking - On
questions, and giving determ
feedback on what colleagues shared.
which
comp
5. I interacted with different
people during the LAC will be
session. retain
dropp
ACTION PLAN 2. I
encou
6. I feel motivated to apply in my region/division/district what I have learned in this lesson. the fo
proble
7. I intend to apply what I have learned from the lesson in my region/division/district challe
- diffi
makin
learning objectives based from MELCs based on Blooms taxonomy
3. Other comments/suggestions:
- I suggest to conduct revisit on Blooms Taxonomy.
 LAC SESSION
MODULE 2: UNPACKING OF MELCs
September 14, 2020
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: JONEL S. SILVELA LAC SESSION ID.:

REGION: VI DATE OF LAC SESSION: September 18,2020, 1:00 PM

DIVISION: ILOILO NUMBER OF LAC SESSION: 2

Part A
Please
the
which
Comments / Remarks (For example, if with e
you disagree or strongly disagree, please followi
SD D N A SA indicate why.) statem
ticking
approp
THE LAC SESSION
(SD =
Disagre
1. I learned a lot from my colleagues in this LAC session.
Disagre
Neutra
2. The LAC session deepened my understanding of the SLM content. Agree;
Strong
3. My perspective on the topic/s covered has changed as a result of the LAC session.
Part B
Please
4. I participated actively in the LAC session by sharing my assignment and insights, asking the
questions, and giving
feedback on what colleagues shared. inform
reque
5. I interacted with different
people during the LAC 1. I ne
session.
furthe
clarifi
ACTION PLAN
and/o
6. I feel motivated to apply in my region/division/district what I have learned in this lesson.
resou
the fo
topics
7. I intend to apply what I have learned from the lesson in my region/division/district -

2. I encountered the following problems or challenges:

Monitoring the learner’s academic and individual progress.

3. Other comments/suggestions:
Create group chat from messenger, through calls and texts or by letter with the help of LGU’s

LAC SESSION
MODULE 3A: LESSON DESIGNING AND ASSESSMENT
September 18, 2020
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: JONEL S. SILVELA LAC SESSION ID.:58

REGION: VI DATE OF LAC SESSION: September 24,2020, 2:00 PM

DIVISION: ILOILO 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 = Stro

Part B
Comments / Remarks (For example, if Please
you disagree or strongly disagree, please the
SD D N A SA indicate why.) inform
reque
THE LAC SESSION

1. I ne
1. I learned a lot from my colleagues in this LAC session.
furthe
clarifi
2. The LAC session deepened my understanding of the SLM content.
and/o
resou
3. My perspective on the topic/s covered has changed as a result of the LAC session. the fo
topics
4. I participated actively in the LAC session by sharing my assignment and insights, asking Asses
questions, and giving consid
feedback on what colleagues shared.
for dis
learni
5. I interacted with different
people during the LAC 2. I
session. encou
the fo
ACTION PLAN proble
challe
6. I feel motivated to apply in my region/division/district what I have learned in this lesson. Monit
learne
7. I intend to apply what I have learned from the lesson in my region/division/district acade
individ
progre
3. Other comments/suggestions:
Create group chat from messenger, through calls and texts in monitoring learners progress.

LAC SESSION
MODULE 3B: LEARNING RESOURCES
September 24, 2020
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: JONEL S. SILVELA LAC SESSION ID.: 58

REGION: VI DATE OF LAC SESSION: September 26,2020, 9:00 AM

DIVISION: ILOILO NUMBER OF LAC SESSION: 4

Comments / Remarks (For example, if

you disagree or strongly disagree, please Part A
SD D N A SA indicate why.) Pleas
the
which
THE LAC SESSION
with e
fo
1. I learned a lot from my colleagues in this LAC session.
state
tick
2. The LAC session deepened my understanding of the SLM content. appro
(SD =
3. My perspective on the topic/s covered has changed as a result of the LAC session.
Disa
Disa
Neu
4. I participated actively in the LAC session by sharing my assignment and insights, asking Agr
questions, and giving Stron
feedback on what colleagues shared.

5. I interacted with different Part B

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

Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
- on the preparation of the Individual Development plan.
2. I encountered the following problems or challenges:
- what are the things to consider in the making of IDP
3. Other comments/suggestions:
- Re-orientation on RPMS-PPST Domains

LAC SESSION
MODULE 4: PPST REVISITING AND IDP
September 26, 2020
 Republic of the Philippines
Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Schools District of Santa Barbara
TAGSING—BUYO NATIONAL HIGH SCHOOL
Tagsing, Santa Barbara, Iloilo
 
 MODULE 3B
LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1: USING THE LR RAPID ASSESSMENT TOOL O ASSESS A DEPED

MATERIAL
RAPID ASSESSMENT OF LEARNING RESOURCES
LRMDS: MATHEMATICS 7
Is the LR Material...? YES NO Cannot be determined

1. Connect

LEARNING
ed and
relevant
to the
MELCs?

2. Appropri

RESOURCES
ate to
the
grade
level
and
learner
characte
ristics in
terms of
languag
e,
activities
?

3. easy to
reprodu
ce
 and/or
dissemin
ate?

4. from a
credible
source/a
uthor?

5. culture-
and
gender-
fair?

6. free
from red
flags on
possible
copyrigh
t and
plagiaris
m
issues?

7. the
layout
and
format
easy to
read and
pleasing
to the
eyes?

Reflection Questions:

1. Was the material able to meet all the requirements?

 Yes, the material was able to meet all the requirements.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
 None
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
 None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
 This assessment tool was a great help for us teachers in choosing the best LR for our subjects’
matter. It taught us to consider first all requirements needed in obtaining our desired LR.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

Is the LR Material... YES NO Cannot be determined

8. Connected
and
relevant to
the
MELCs?

9. Appropriat
e to the
grade level
and
learner
characteris
tics in
terms of
language,
activities?

10. easy to
reproduce
and/or
disseminat
e?
 11. from a
credible
source/aut
hor?

12. culture-
and
gender-
fair?

13. free from

red flags
on possible
copyright
and
plagiarism
issues?

14. the layout

and format
easy to
read and
pleasing to
the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?

 Yes, the material was able to meet all the requirements.

6. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?

 I will still use the materials simply because it fits the needs of my learners even if I am not sure
of its rightful owner.

7. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.

 None

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

 It makes me extra cautious in selecting the LRs I need for me learners.

Reflection
It is easy to obtain different teaching and learning resources which
can be used in the teaching process today. We are reminded of this fact
primarily by the textbooks brimming with various teaching and learning
resources. However, a quality teaching process is not determined by
the usage of numerous modern teaching and learning resources, but by
a teacher’s success in using the aforementioned to encourage the
learners to gain knowledge, profile different skills, accept and adopt
positive values and attitudes. In order to achieve the potential tasks of
teaching and learning resources successfully in the “new normal” in
education, it is extremely important that the teacher know how to
evaluate the advantages and disadvantages of the different learning
materials/resources whether it is taken from DepEd or non-DepEd
portals. We have to remember that in the process of choosing for the
learning resources, we should always bear in mind that it should be
anchored or we should consider our learners diverse learning style, by
doing so, we are certain of delivering quality and productive learning
experiences to them.

The purpose of utilizing Learning resources is to assist the teacher

with the presentation and transmission of educational content and the
achievement of educational objectives, whilst aiding the students in
 Republic of the Philippines
Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Schools District of Santa Barbara
acquiring knowledge and profiling TAGSING—BUYO NATIONAL HIGH SCHOOL
Tagsing, Santa Barbara, Iloilo
different abilities and values. Whether or  
not these teaching learning resources will
achieve it’s purpose, role and numerous duties , it all depends, first and
foremost on their correct use within educational process.
 MODULE 4

PLANNING FOR CONTINUING

PROFESSIONAL
DEVELOPMENT AND LAC
PLANNING

ACTIVITY 3: Setting LDM- related PD goals

 What is your goal toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the modalities?
Promote success through curriculum Maintain an academic course Well implemented curriculum and
and instruction that address Learners inventory that distributed via distance instruction through DepEd’s Most
learning needs through Modular learning that provides a solid Essential Learning competencies
Distance Learning. foundation of General Education
Availability and accessibility of
Develop and Maintain learning tasks Learning Resources
offered through printed modules and
online, that are appropriate to Effective assessment of learner’s
learner’s interests. performance under DLM.

Ensure quality quality instructions in

distance learning through effective
course design and assessment

Can make the best lessons for the Learning to unpacking and combining Study and apply the MELCs given by
new normal class the MELCs DEpED

Provide the quality modules for my Applying the assessment tool in Creating account in the LRMDS and
students in the Modular Distant choosing learning resources for the DepEd commons
learning this new normal modules

For my learners to learn and have Equip myself with all the changes Webinars related to my profession
Mastery including the platforms to be used and
the modalities adopt by my school
 Activity 1: Accomplishing the Individual Professional
Development Plan Template

INDIVIDUAL DEVELOPMENT PLAN

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

Domain 1: Content Knowledge and Pedagogy

Strand 3: Positive Strand 1: Content 1.1Applying Continue improving All year round, but Resource Speakers
Use of knowledge and its Knowledge of teaching craft by can be done during
Information and application within Content Within and attending webinars and semestral breaks Reliable Resource Portals
Communication and across the Across Curriculum LAC sessions and summer
Technology curriculum areas Teaching Areas addressing this topic vacation. Teachers who are experts in
in the the field
implementation of Seek help from the
MELCs in the teachers who have MELCs
new normal expertise on the
subjects.

Reviewing of MELCs
in respective teaching
loads but also
analyzing the other
learning areas.

Watching video
lessons from credible
speakers in the
curriculum and
instruction.
Reflection…
The effectivity of the use the LDMs in relation to the content
and pedagogy in accordance to area of specialization lies in the
professional standards in the PPST and it must be reflected on our
Individual Development Plan which will serve as our guide as to which
domain we should focus to develop and to enhance after considering
our strengths and weaknesses.

Learning is a continuous process, thus professional

development is also encouraged because it will guide us improved our
Teaching strategies and practices that will help us produce quality
outputs that will eventually lead to quality learners.

Individual Development Plan crafting is an avenue for us to

discuss the different PD initiatives/programs related to the LDMs that
are available, either provided by DepEd or by non-DepEd learning
service providers, means of carrying out our plan for continuing
Professional Development, prepare our Learning Action Plan and
commitment for professional growth and development.

Life as a teacher begins the day you realize that you are
always a Learner thus Keep guarding yourself with knowledge and
skills, never stop improving and don’t be hesitant to learn new things.

Para sa bata, Para sa bayan!