MODULE 1: COURSE

ORIENTATION
LESSON 1
THE COURSE DESIGN FOR THE LEARNING
DELIVERY MODALITIES
COURSE 2 FOR TEACHERS

ACTIVITY 1: Reflecting on LDM2 Course Overview for Teachers

Read the LDM2 Course Overview for Teachers. Reflect on the design of the course, then answer the
following questions by copying the table below in your Study Notebook.
1. What do you think will help the teachers in completing the course?
2. What will hinder them from doing well?

What will facilitate the teachers in helping What are the challenges that may hinder
them complete the course? teachers from completing the course?
(Write at least 3) (Write at least 3)

As an Instructional Coach for teachers, what can you do to help them overcome the challenges you
listed down in Question 1? Copy and accomplish the following table in your Study Notebook.

Challenge How can I help?

ACTIVITY 2: Sharing and Discussing Answer to Activity +LAC*

In your LAC Session, share and discuss your answers to the questions in Activity 1. Remember to write
down insights from your colleagues in your Study Notebook.

LESSON 2
ORGANIZING YOUR LEARNING ACTION
CELL (LAC)
ACTIVITY 1: Deciding on the Orientation Training Team
According to DO 35, s 2016, a LAC should have no less than 2 but not more than 15 members each. Get
in touch with your designated NEAP Coach and/or your Division Team to plan how you will organize the
LAC assigned to you. Each Instructional Coach/ Supervisor should be assigned a set of schools by the
SDS (See Figure 3).
Follow the steps in forming the LAC for Teachers:
1. Coordinate with the SDS and identify the schools that are assigned to you for TA and
Instructional Coaching. Record this information in your List of Assigned Schools.
2. Meet with the School Heads and organize the teachers into LACs, including their respective roles
in the group. Use the LAC Roles Organizer to assist you in this task LAC Leaders can be
assigned to more than one LAC. Note that this position should be filled by preferably Master
Teachers or other Senior Teachers who have proven skilss and experience to lead a LAC.
3. For the LAC Leader, review the LAC Session 1 Guide for the LAC Leader.

MODULE 2: MOST ESSENTIAL

LEARNING COMPETENCIES
(MELCs)
LESSON 1
BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges 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?
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?

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going
through the document, provide a brief and concise response to the following guide questions. Write your
answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

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 in your Study Notebook and compare the two documents to determine
which learning competencies were retained, dropped, or merged.

K to 12 Learning
MELCs
Competencies
Merged/Clustered
Retained
Dropped n/a

ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the insights shared in the discussion,
including your own, in your Study Notebook.

LESSON 2
UNPACKING AND COMBINING MELCs INTO
LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document, provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

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 in your Study Notebook.

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

MODULE 3A: DESIGNING

INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY
 LESSON 1
UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
Write your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1
Answer Key 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.

MODULE 3, LESSON 1, ACTIVITY 1: ANSWER KEY 1

Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. Learners engage in
independent learning at home or in any physical learning space applicable, by using learning materials
that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides remediation and enhancement
when needed and possible. Assistance may be provided by a learning facilitator who may be a parent or
any member of the family, or a community stakeholder. 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; or (4) F2F and any combination of the other types of distance learning. 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. This does not preclude going to a school on
specific periods to develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

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.
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.

MODULE 3, LESSON 1, ACTIVITY 1: ANSWER KEY 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 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. Replicate the following table and write your answers in your
Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from
Type of
easiest to Why?
DL
hardest to
implement)
1
2
3
4
5

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe what targeted interventions you
would develop to include them. Listed below are some examples which may be relevant to your context.
Add others as appropriate. Write down your answers in your Study Notebook and share your ideas at your
next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household
 member who can guide and support
their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify.

LESSON 2
DESIGNING LESSONS AND ASSESSMENTS IN
THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document,
write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

MODULE 3, LESSON 2, ACTIVITY 1: ANSWER KEY 1. What is lesson designing or lesson planning? 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? Lesson designing
helps ensure that: ● time is maximized for instruction and learning ● lessons are responsive to learner’s
needs ● teachers set learning targets for learners ● teachers carry out a lesson successfully ● teachers
master their learning area content ● teachers become more reflective about their teaching ● learners
successfully reach the set learning goals 3. What are the 3 elements or components of well-designed
lessons? ● Clearly articulated lesson objectives (What should be taught?) ● Well-selected and logically
sequenced presentation of learning resources and activities to help learners meet the objectives (How
should it be taught?) ● Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners (How should learning be assessed?)

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.
In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

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

List of Learning Tasks

1. Wrap up activities
2. Review 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
Compare your answers to Lesson 2, Activity 2 Answer Key

MODULE 3, LESSON 2, ACTIVITY 2: ANSWER KEY

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize

2. Clarify concepts from 2. Help learners 2. Emphasize key

previous lesson understand and master information and
new information concepts discussed

3. Present warm-up activities to 3. Provide learners with 3. Ask learners to recall

establish interest in new lesson feedback key activities and
concepts discussed
 4. Check learner’s prior 4. Check for learners’ 4. Reinforce what teacher
knowledge about the understanding has taught
new lesson
5. Present connection between 5. Assess whether lesson
old and new lesson and has been mastered
establish purpose for new
lesson
6. State lesson objectives as 6. Transfer ideas and
guide for learners concepts to new
situations

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers
should take time to reflect on what worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
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).

MODULE 3, LESSON 2, ACTIVITY 3: ANSWER KEY

Answer: 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.

ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, 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.

Lesson 2 Activity 4: Learning Tasks

Learning Delivery Modality (select one): ☐ODL ☐MDL ☐TV/RBI ☐BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials
Needed:

Additional Remarks:
Check if
(ex. can be done via voice calls, can be
already facilitated by a household partner, can be done
Part of Lesson / Learning Tasks present in via a learning activity sheet, can be presented
the via an internet- based resource, can be
facilitated during a synchronous learning
SLM
session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about the
new lesson
5. Present connection between old and new
lesson and establish purpose for new
lesson
6. State lesson objectives as guide for
learners
Lesson Proper
1. Explain, model, demonstrate, and
illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize.
2. Help learners understand and master new
Information
3. Provide 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

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create
or curate to supplement the SLM?
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?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this
module.
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 in
your Study Notebook. Follow the example below.

Summative Assessment
Formative Assessment assessment OF learning: to
assessment FOR learning: to measure if the student met the
make adjustments in the lesson learners may be performance and content
assessed standards
individually or
collaboratively

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
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? In your study notebook, 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 DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.
1
2
3
4
5
Be ready to share your output when you meet with your LAC group after completing this module. Try to
answer these questions with your colleagues:
1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

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. Write your answers in your Study Notebook.
Column B
Column A
a. learning area
1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every
b. mode of delivery
lesson and/or learning task.
2. These are the formative learning opportunities given
c. learning
To learners to engage them in the subject matter and competencies
To enhance their understanding of the content.
3. This refers to the prescribed subject that learners take. d. learning task

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
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following when
creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss
the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be
reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for
Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in
the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2
hours in the afternoon)
Share your prepared WHLP during your LAC Session.
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, copy and fill out the table below in your Study Notebook to see how the
ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be communicated to
parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in touch with the
household partner who provides assistance as needed while the learner is doing the learning tasks at
home.

ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3
and create an ILMP for that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in Activity 3.

Share the ILMP that you made for that specific learner during your next LAC Session.
 MODULE 3B: LEARNING
RESOURCES

LESSON 1
LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING

ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 included
the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be
implemented in Schools/Divisions. Study this map and answer the following questions in your Study
Notebook:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not
complete or not available, what steps will you take to make these available? What are your options
to substitute these missing LRs?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
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?

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can you
provide to your colleagues and what support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your Study Notebook.
 LESSON 2
ACCESSING LEARNING RESOURCES FROM
DepEd PORTALS

ACTIVITY 1
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet,
follow the LR Portal User Guide to guide you in your registration process. Alternatively, seek
assistance from any of your colleagues or your IT personnel in your school, district, or division.
You may also coordinate with your LAC Leader and/or Coach. To understand the portal better,
you may watch the LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on
DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs
and those of your learners’? How do they complement the LRs that you already have?
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How
will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?

ACTIVITY 2
In your next LAC Session, share and discuss your answers to the questions in Activity 1.
Explore how you can help and support each other in using the LR portals. Jot down the insights and
helpful information regarding the use of the LR portals in your Study Notebook.
 LESSON 3
ASSESSING THE LR MATERIALS

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal
and assess the material using the tool. Answer the following questions in your Study Notebook:
1. Was the material 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?
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?

ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same tool
and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the
LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same tool.
Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?
2. What improvements do you still need to make in your developed material?
ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC Session. Jot
down insights and information that can be useful to you in choosing the appropriate LRs.
Submit your LR assessments with your reflection on the exercises to your LAC Leader. Ensure that you
keep a copy for yourself.

MODULE 4: PLANNING FOR

CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING

LESSON 1
REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT

ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.

STRONGL
STRONGL DISAGRE Y
ITEMS AGREE
Y AGREE E DISAGRE
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.

ACTIVITY 3
Answer the following questions by constructing and filling out the table in your Study Notebook. How do
you envision your teaching practice in the next few months as you use the LDM adopted by your School?
What is your goal in terms of your teaching practices in the modalities? What motivates you to achieve
this goal? What do you think will help you attain this goal?
Add as many rows as you need for your answers

What is your goal toward What will push you to

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

LESSON 2
PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and nonDepEd providers
whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.
INDIVIDUAL DEVELOPMENT PLAN

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

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

MODULE 5: BUILDING THE

TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE
MODALITIES
LESSON 1
THE TEACHING PORTFOLIO AND ITS
CONTENTS
ACTIVITY 1
Before you begin to prepare building your Portfolio, you need to make sure that you have completed all
the outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out
whether you have completed all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your
outputs for your own records.

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect
on the following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?
2. What evidence from the previous modules will help capture the progress of your teaching practice?
3. Why is writing down your reflections an integral part of your Portfolio?

ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture
the progress of your teaching practice? What other evidence can you think of that is relevant to the LDM
adopted by your School? Write down your answers and other insights in your Study Notebook.

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with
your colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of Suggested
Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for yourself.

LESSON 2
THE EVALUATION RUBRIC

ACTIVITY 1
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that
you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts about the
Rubric in your Study Notebook.
ACTIVITY 2
Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to make your
outputs and Portfolio responsive to the evaluation criteria and indicators. Take note of your colleagues’
other insights as well.