DEPARTMENT OF EDUCATION

NATIONAL CAPITAL REGION

DIVISION OF PASIG CITY
MANGGAHAN HIGH SCHOOL
Magsaysay Ave., Karangalan Village, Manggahan Pasig City

LEARNING
DELIVERY
MODALITIES
COURSE 2
JUAN DELA CRUZ
Teacher I
 MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. explain the background and development of the
MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning
Objectives

LAC Session 2
ESTIMATED TIME REQUIRED
3 hours
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.
 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?
 MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities
prescribed
by the LCP and between the different types of distance learning
modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as
they do
independent study at home
4. create an individual learning monitoring plan to keep track of
the
progress of learners who lag behind in completing the prescribed
learning tasks.

MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different
LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP
—face to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In
your own words, define each modality. Write your own definitions in your Study
Notebook.
2. Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook

ACTIVITY 2
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.
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
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?

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:

ACTIVITY 3
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
ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

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?
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.

ACTIVITY 6
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
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?

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs
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.
 MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning
modalities
2. access resources from online portals such as DepEd Commons
and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING
ACTIVITY 1
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?
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd
PORTALS
ACTIVITY 1
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?
 LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd
Commons or LRMDS Portal and assess the material using the tool. Answer the
following questions in your Study Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES

Reflection Questions:
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?

 MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related
to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning
service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:
Lesson 1: Reflecting on Professional Life and
Development
Lesson 2: Planning for the Continuing Professional
Development and Participation in the LAC
LAC Session 4
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT
ACTIVITY 1
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.

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.
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?
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC
ACTIVITY 2
1. 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.
FORM 2: LAC Facilitator Information Sheet

This form should be accomplished by the designated LAC Facilitator on or before the first
LAC session.

Region:

Division:

NAME: Male/Female: Date of Birth: Age:

Contact details: Email: Mobile Number: Facebook Name:

Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Googlemeet, FB, Messenger, etc.)
FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

REGION: DATE OF LAC SESSION:

DIVISION: NUMBER OF LAC SESSION:

Part A

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

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

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

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

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

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

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

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions: