LEARNING DELIVERY MODALITIES

LDM COURSE 2

OUTPUTS

Prepared By:
BERNADETTE LOU S. HERRERA
TEACHER 1
SAN ROQUE ARBOL ELEMENTARY SCHOOL
 MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)

UNPACKING OF SAMPLE MELC

 Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.
Unpacking the MELC
Rephrased Learning Competency Sample Learning Objectives

 Pagkilala sa sarili
 Pagkikilala ng Sarili at sariling Emosyon
- Pangalan
at Damdamin
- Edad
- Kapanganakan

Retaining the MELC

Retained Learning Competency Sample Learning Objectives
 Nasasabi ang mga sariling  Naibabahagi ang mga bagay na kanyang
pangangailangan nang walang pag- gusto at di-gusto
aalinlangan

Combining the MELC

Most Essential Learning Competenies Major Topic or Theme

 Tell the function of each basic body part  I have a body

 Demonstrate movements using different  My body has different parts
body parts  I have different body parts with different
functions
MODULE
3A:
DESIGNING
INSTRUCTION IN THE
DIFFERENT
LEARNING DELIVERY
MODALITIES
LIST OF TARGETED LEARNER INTERVENTIONS

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.

Learner Group Targeted Intervention

Learners without parents or household  Learners can watch the TV based

modality for learning.
member who can guide and support
 Teachers can also help learners to
their learning at home. learn through video or phone call.
 Supportive parents in assisting their
child.
Beginning readers (K to 3)
 Additional materials that will help
learners in reading.
 Parents will extend their guidance on
their child.
Struggling readers (Grades 4-12)  Additional materials that will help
struggling learners in reading.
 Doing activities that is suited for their
capabilities.

No access to devices and Internet  Delivery of the modules or the printed

materials.

 The use of different modalities to see

Persons with Disabilities
the most effective for them.

LEARNING TASK FOR DISTANCE LEARNING

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 and Learning Area: Kindergarten
Lesson/Topic: Basic Body Parts
Learning Objectives: Identify one’s basic body parts
Learning Resources/Materials Needed: SLM, Answer Sheets, Phone Calls

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
can be done via a
Check if
learning
Parts of the Lesson/ Learning already
activity sheet, can be
Task present in
presented via an
SLM
internet
based resource, can be
facilitated during a
synchronous learning
session, etc.)
Before the Lesson
Can be facilitated by a
1.Review previous lesson
household partner
2. Clarify concepts from can be done through phone
previous lesson calls
3. Present warm-up activities to
establish interest in new 
lesson
4. Check learner’s prior
Can be facilitated by a
knowledge about the new
household partner
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, Can be done by watching
ideas, skills, or processes through TV-based
that students will eventually instruction
internalize.
2. Help learners understand Can be facilitated by a

and master new information household partner
3. Provide learners with
feedback
4. Check for learners’ Can be facilitated by a

understanding household partner

After the Lesson

1. Wrap up activities
2. Emphasize key information can be done through phone

and concepts discussed calls
3. Ask learners to recall key
can be done through phone
activities and concepts 
calls
discussed
4. Reinforce what teacher has
taught
5. Assess whether lesson has can be done through phone

been mastered calls
6. Transfer ideas and concepts
to new situations

1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
The SLM we have in my level are incomplete, what I did is do more
worksheets on the topics that are not included in the given modules. I can
also prepare more printouts for them to have more activities in that lessons.

2. What kind of additional support you can give:

a. the learner
For the learners, I did more worksheets for them to master the certain
lessons.
b. the household partner so that they are guided throughout the lesson
I can give additional support for household members by welcoming
their queries about a specific lesson. I can also supervise my learners by
calling their parents from time to time.

3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
In order for us to know if our goals were met, we need to interview
parents, if our learners failed to master certain lessons, we need to do
something about it, like, we will try different types of distance learning. We will
continuously do trial and error to see what modality will be effective for our
learners.

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.

ASSESSMENT METHODS IN DISTANCE LEARNING

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

Method in DL

I will ask parents/guardians to take a video of their children

while demonstrating a particular activity and ask them to
1. Demonstration send it to me via google mail. After watching the video, I
will clarify and give some feedback.

I will make sure learning at home can still be fun by

incorporating games/artwork in my DL. While having fun
learners can still learn and I will make sure these
2. Games /Artwork artworks/games were on the modules. Parents can send a
video of their child doing these fun activities through
messenger or if not available they can just check the one in
their class program.
I have to accomplished this with parents/guardians support,
3. Interviews every week there will be a call/video call sessions where the
parents and the teacher interact to see if there are some
clarifications and issues that needs to be addressed.
Since I am a Kindergarten teacher, sounds are important
4. Oral Work/ lesson for us because through this reading follows. I will
Reading make a schedule of reading time for them every day. I will
inform parents regarding this oral activity so they
themselves will teach their children at home.
 I will use a checklist to easily track my pupils knowledge
and to easily assess them.
5. Checklist

WEEKLY HOME LEARNING PLAN

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)
 WEEKLY HOME LEARNING PLAN for KINDERGARTEN
Week 1, Quarter 1, October 5 – 9, 2020

Blocks of Time Remar Signatur

Date Day Gawain
Time Minutes ks e
Preliminar 8:00- Prayer
y Activities 8:10am Greetings
(Paunang Songs
Gawain) Exercise
Freeplay 8:10- Free play
8:25am
Literacy 8:25- Pagbasa ng
Activities 8:55am (30 Mensahe
Octobe Monda minutes) Gawain ayon sa
r 05-09 y- TV-Based
Friday Instruction
Free time 8:55- Snacks time/
9:10am Rest Time
(15 minutes)
Meeting 9:10-9:40 Numeracy
Time 2 (30 minutes activities
Stories/ 9:40- Pakikinig sa
Rhymes/ 9:55am Kwento
Poems/ Pag-sabay sa Tula
Songs (15 minutes) Awit/Story Time
Work 9:55- Music and
Period 2 10:55am Movement/Free
Hand
(60 minutes) Drawing/Free Play
Meeting 10:55- Pagliligpit ng mga
Time 3 11:00am pinag-gawaan,
pinag-
(5 minutes) laruan/Clean-up
Time
 WEEKLY HOME LEARNING PLAN for KINDERGARTEN
Week 1, Quarter 1, October 5 – 9, 2020

LEARNIN
LEARNING LEARNING ENRICHMENT
QT:WEEK CODE DAYS G ACTIVITIY
COMPETENCIES AREAS ACTIVITIES
MODALITY
Akikilala me ing SEKPSE-
Q1:W1
kekang sarili 00-1
Pagmaragul ke ing
SEKPSE-
a) Lagyu at apelidu Monday Message Kanankung buung
1A-1.1
Lagyu
-Pagsulat lagyu -Free
Literacy Modular - Pamangawang Handwriting
Sariling Name tag (Vertical Line)
-Pamagbilang letra
ning lagyu at
Numeracy Modular -
pamagkule
- Pamagbakas
Story Time Offline
SEKPSE- Aku babai ku/ Aku
b) Kasarian Tuesday Message
1B-1.2 lalaki ku
-Pamangule kung
Literacy Modular nanu ka kasarian
- Gumupit
-Free
Handwriting
Numeracy Modular -Pamagbakas
(Horizontal
Line)
Story Time Offline
SEKPSE- Wednesda Ing kakaung
c) Idad at kebaytan Message
1C-1.3 y Kebaytan
Literacy Modular -Kulayan ya ing lobu
 ning bulan ning
kekang kebaytan
-Pamagbakas
-Pamagkuleng kandila
-Free
Numeracy Modular ning kekang idad
Handwriting
-Pamagbakas
Story Time Offline
SEKPSE- Ing Kakung buri at e-
d) buri/e-buri Thursday Message
1D-1.4 buri
-Ding buring
pyalungan
Literacy Modular -Ding buring gagawan
-Ding buri at ali buring
pamangan
-Bageng alang laman -Free
Numeracy Modular
-Pamagbakas Handwriting
Story Time Offline
e) Gamitan la ring
ustung amanu king SEKPSE- Kilala ke ing kakung
Friday Message
pamagkilala king 00-1 Sarili
sarili
-Pamagkumpletu king
Literacy Modular
tula
-Free
Numeracy Modular -Numeru ala
Handwriting
Story TIme Offline
INDIVIDUAL LEARNING MONITORING PLAN

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.

Learner’s Name: Hannah Sophia T. Bonifacio

Grade Level: Kindergarten - Zinnia
Learner’s Status
Learnin Intervention
Learner’s Monitoring Insignifican Significant
g Strategies
Needs Date t Progres Mastery
Area Provided
Progress s
Providing October
extra 12, 2020
worksheets
on

identifying
the
main parts of
the body.
Mastery
on Providing
identifying educational
the main and
Science
external fun videos on
parts of how
the to identify the
human main parts of
body. the
body.
Provide more
guided
activities than
independe
nt ones.
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. 
FORM 4: LEARNING ACTION CELL (LAC) ENGAGEMENT REPORT

NAME OF MEMBER: BERNADETTE LOU

S. LAC SESSION ID.: MODULE 1
HERRERA

DATE OF LAC SESSION: SEPTEMBER 1,

REGION: III
2020

DIVISION: PAMPANGA NUMBER OF LAC SESSION: 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 =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 This session gives

colleagues in this LAC me a
session.  bird’s eye view
about the
LDM.

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 I participated

LAC session by sharing my actively in this
assignment and insights,  lesson to
asking questions, and deepened my
giving  understanding
feedback on what about the
colleagues shared. LDM.
5. I interacted with different Colleagues
people during the LAC shared the

session. knowledge in
every topic.

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:

I still don’t have any questions as of this moment, but I know sooner I will need
more resources to answer the following modules.

2. I encountered the following problems or challenges:

Only power interruption is the problem in this session because there is a rotational
brown-out in our area.

3. Other comments/suggestions: N/A

MODULE
3B:
LEARNING
RESOURCES
 2 ACCOMPLISHED LEARNERS RAPID ASSESSMENT TOOLS WITH
REFLECTION

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.

LR Portal: DepEd Commons

Grade Level: KINDERGARTEN

Subject: Mathematics

RAPID ASSESSMENT OF LEARNING

RESOURCES
Cannot be
Is the LR material… Yes No determine
d
1. connected and relevant to the MELCs? 
2. appropriate to the grade level and learner
characteristics in terms of language,
activities? 
3. easy to reproduce and/or disseminate? 
4. from a credible source/author? 
5. culture- and gender-fair? 
6. free from red flags on possible copyright
and 
plagiarism issues?
7. the layout and format easy to read and
pleasing to the eyes? 

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

- It is difficult if I could determine if it has red flag on copyright and plagiarism.

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?
- The unavailability of the name of the writer lead me to the decision of
cannot be determined for the credibility of the source/author.
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?
- It guides me in choosing suitable LRs both for my lesson and my learners.
Consequently, it much easier and faster now to find the right LRs.

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.

LR Portal: K5 Learning
Grade Level: Kindergarten
Subject: Math
RAPID ASSESSMENT OF LEARNING
RESOURCES
Cannot be
Is the LR material… Yes No
determined
1. connected and relevant to the MELCs? 
2. appropriate to the grade level and learner
characteristics in terms of language,
activities? 
3. easy to reproduce and/or disseminate? 
4. from a credible source/author? 
5. culture- and gender-fair? 
6. free from red flags on possible copyright and
plagiarism issues? 
7. the layout and format easy to read and
pleasing to the eyes? 

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

-They are the same.

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?
- The concerns are the credibility of the authors and on plagiarism which has
nothing to do with the education of our learners.

3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
-There is no aspects in the material that is not covered by the tool.

4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
 - Non-DepEd LRs can still be considered and used as a tool for instruction and
education. This gives me more venues to search for needed LRs, activities,
exercises and intervention/remediation materials for my instruction.

Activity 3

Choose one of the LR materials that you have developed. Assess this material using
the same tool.

LR Portal: Strategic Intervention Material

Grade Level: Kindergarten

Subject: Mathematics
Cannot be
Is the LR material… Yes No determine
d
1. connected and relevant to the MELCs? 
2. appropriate to the grade level and learner
characteristics in terms of language,
activities? 
3. easy to reproduce and/or disseminate? 
4. from a credible source/author? 
5. culture- and gender-fair? 
6. free from red flags on possible copyright and
plagiarism issues? 
7. the layout and format easy to read and
pleasing to the eyes? 

1. How does your material compare with the ones that are obtained from
the online portals?
-The material is much simpler and concise compared to the other materials. It
focuses more on the content rather than the presentation aspect. It has few
activities due to the fact that it focuses more on the discussion of a certain
competency.
2. What improvements do you still need to make in your developed material?
-I have to provide more activities so as to provide better learning to my
students. Also, more creativity in the delivery of the content and on the
presentation of the activities.
MODULE 4:
PLANNING FOR
CONTINUING
PROFESSIONAL
DEVELOPMENT AND
LAC PLANNING
FINALIZE LDM INDIVIDUAL DEVELOPMENT PLAN

INDIVIDUAL DEVELOPMENT PLAN

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

To be able to apply a
Apply a range of
range of teaching Webinars
teaching strategies to Attend webinars and
Content knowledge strategies to develop LAC Sessions
develop critical and LAC session on
and its application critical and creative Researches
creative thinking, as well managing learners in Year Round
within and across the thinking, as well as Other readings
as other higher-order the new normal
curriculum areas. other higher-order Technical
thinking skills in the new education.
thinking skills in the new Assistance
normal education
normal education

Use a range of teaching To be able to use a Attend webinars and

Communicate promptly strategies that enhance range of teaching LAC session on Webinars
and clearly the learners' learner achievement in strategies that enhance developing learners’ LAC Sessions
needs, progress and Year Round
achievement to
literacy and numeracy learner achievement in literacy and Technical
parents/guardians and skills. literacy and numeracy numeracy in the new Assistance
home learning facilitators. skills. normal education..