Ldm 2 course

STUDY
NOTEBOOK
GUIDE
ANNALIE D. CELADINA

Module 1 Lesson 1
Activity 1
1. What is the Main delivery of this course?
Ans: The Learning Delivery Modalities Course 2 is a task-oriented course. The delivery of this course is
an urgent action of Deped to this ongoing pandemic as also part of Deped’s Learning Continuity Plan.
The main concern of this course is to deliver education to learners in this new normal settings by using
Self Learning Modules prepared by selected teachers which are designed for self study.

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

Ans: This course will be a great help to ensure the delivery of quality instruction for it helps teachers
be prepared for this distant learning in this new normal situation. It helps teachers to gain knowledge,
skills and mindset that are necessary in this new teaching and learning way.
3. What are the two support mechanism that will help you with your learning in this
course?
Ans. The two support mechanism that can help me with this course are: First, I attended webinars
conducted by Deped. Second, I also asked and communicate to my co-teachers regarding with this
course.

ACTIVITY 2
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
Ans: I think my eagerness to learn this course for me to be able to apply and help me as a teacher
adapt the new normal education and to help achieve a successful education for our learners.
2. How can I ensure that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course?
Ans: By having a positive outlook and willingness to learn, I think I can overcome whatever challenges
I may face in completing this course. And also, with the help of my co-teachers and superiors.
Activity 3
Look for a colleague with whom you would like to discuss your answers and reflections with to the
questions in Activities 1 and 2.
Lesson 2
Activity 1
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank
the following objectives from easiest to the most difficult to achieve.
Ans:
1- To nurture successful teachers
2- To improve the teaching-learning process to improve learning among students
3- To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
4- To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2. What are the top three challenges to having a successful LAC? List down and
elaborate.
Ans:
• Bulk Reports- It limits our time and difficult to focus in LAC.
• Poor Internet Connection- We really can’t grasp the total discussion in LAC for we do not have
consistent strong connection. Sometime we rely only on our co-teachers and it create sometimes a
different understanding.
• Lack of Computer Knowledge – other co-teachers are having a difficult time operating their laptops.
Activity 2 Share your LAC Insights
Ans. Module 1 of LDM2 is all about the course orientation. The course helps me understand the
different modalities and how they will be implemented amidst the pandemic. It also helps me
understand the importance of being well oriented in the teaching-learning.
Activity 3
List down your LAC members and cite their roles.
1. Padilla, Allan B. – Asst. Principal II-SHS – LAC Leader
2. Celadina, Annalie D. Teacher II -SHS – Facilitator
3. Loterina, Mhailyn L. – Teacher III-SHS – Documenter
4. Balaguer, Estrella C. – Teacher III-SHS- Member
5. Gabito, Lorrie Ivy C. – Teacher II- SHS – Member
6. Manrique, Owen Joveth C. – Teacher 1 – Member
7. Morada, Emily G. – Teacher 1-SHS – Member
8. Oliquino Rhea A. – Teacher 1 SHS – Member
9. Baldres, Jerwen B. – Teacher 1 – JHS – Facilitator
10. Narito, Melanie M. – Teacher 1 – JHS – Member
11. Sarampote, Melrose M. – Teacher 1 – JHS – Member
12. Todoc, Marlon P. – Teacher 1 – JHS – Member
13. Escopete, Erwin S. – Teacher 1 -JHS – Member
14. Romero, Amparo B. Teacher 1 -JHS – Facilitator

Module 2 Lesson 1
Activity 1
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 spec for example. Do you think these concerns could be
solved by teachers alone? Why or why not?
Ans: With this global pandemic we have today, this make education for children more difficult to
achieve. This also brings a big challenge to the Department of education to conduct education in this
new normal situation. The best way to address the problem is adapt this new normal learning by
shifting to distance or modular learning. With this strategy, we can ensure learning continuity. This
concerns are not for teachers alone but also with the collaboration of all the deped forces teaching
and non-teaching staff. And of course through parents’ learners and stake holders support.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide,
the congested curriculum has been a perenrial 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?
Ans: Yes, I agree, in the department of education several curriculums had been laid and adapt for the
purpose of achieving higher standard education and can produce a globally competitive learner. But
due to the congested curriculum we can’t achieve our goals. Students can’t cope up with the content
standard, sometimes it takes time to finish a full quarter subject with a limited time allotment.
Activity 2
1. What are the general and specific purposes of the development of MELCs?
-The Department of Education's Bureau of Curriculum Development developed MELCs to cope with
the drastic change in the educational atmosphere due to Covid 19 pandemic. The focus of instruction
were streamlined to the most essential or the most indispensable learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and that is to
develop resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-the MELCs intend to assist schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning
competencies for each sub)ect area.
-Curriculum review mapped the essential and desirable learning competencies within the curriculum.
It also led to the identification of gaps, issues, and concerns within and across learning areas and
grade levels. It helped in the identification of areas for improvement that would enhance the learning
engagement, experience, and outcomes and consequently
recommend solutions. In addition, it analyse the interconnectedness of prerequisite knowledge and
skills among the learning competencies for each subject area.
4. Now 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?
Learning competencies are identified by knowing the following characteristics.
-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that particular grade
level
--it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-literate
Filipinos)
-it would not be expected that most students would learn this through their parents/communities if
not taught at school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson (weekly home learning plan) and
instructional materials (Self- Learning Modules)
-MELCs ensures delivery of quality instruction as it becomes the primary reference in determining and
implementing learning delivery approaches that are suited to the local context and diversity of
learners while adapting to the challenges posed by COVID-19.
Activity 3
Prepare a copy of your learning area's original K-12 Curriculum Guide and corresponding list
of MELCs. Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs. Copy and accomplish the following table and compare the two documents
to determine which learning competencies were retained, dropped, or merged.
Sample:

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

Insights:
1. Identification of whether the competency is to be maintained, combined, dropped, or
rephrased is important
2. Learning competencies, whether they are merged, rephrased or combined should still
concentrate or aligned with the content standard and performance standard
3. A list of features of important learning skills has been presented to help participants
determine which of the most relevant learning competencies are.

Lesson 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
-We need to unpacked MELCS to help us systematize learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not departure from the
standard-based design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental
knowledge Is a must before going to the other level of learning.
-Logical sequence of learning objectives - We cant give a better learning ideas to our students if our
objective is not logical sequence. Planning what are the most important objective is key frame in
achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
-The teacher may unpack or combine the MELCS depends on sequence of the lesson, the progress and
needs of learners as long as the content and standard will be achieved.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's 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.
Unpacking MELCS Sample

3. Each team will present their unpacked learning objectives.

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection
Understanding the Development of Learning Competencies is important for us to sustain our
educational goal that ensures inclusive and inequitable quality education and promote lifelong
learning opportunities for all.
Module 3 A Lesson 1
Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-
face (F2F) learning, IX, blended learning (BL), and home schooling 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 I to see how well you did.
Answer:
• 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
socio emotional development of learners. It may be conducted in any available physical learning space
Face to face learning in which learners can digest the content of each topic smoothly. It is the best way
to address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether online, stored on CD/DVD/USB Flash drive, or in printed form, or
by viewing TV lessons or ',sterling to radio-based instruction while being geographically distant from
the teacher.
• 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 type of distance learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with
access t formal education while staying in an out-of-school environment, vnth parents, guarcLans, or
tutors as authorized facilitators instead of classroom teachers.
2. Which of the LDMs do not have an F2F learning component?
Answer:
- Homeschooling and Distance Learning do not require Face to face learning.
Activity 2 Distance Learning Matrix
Activity 3
Consider the situation in your school/division-your organizational capabilities, your level of
resources, 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 reasons for your ranking of each. Replicate the following table and write your answers in
your Study Notebook

Activity 4
The Learning Continuity Plan 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.
Lesson 2 Activity 1
1. What is Lesson Designing or Lesson Planning?
Answer:
- Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods.
2. Why is lesson designing important?
Answer:
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
3. What are the three elements or components of a well-designed lesson?
Answer:
- Clearly articulated lesson objectives (What should be taught?)
- Well-selected and logically sequenced presentation of learning resources and actities to help learners
meet the objectives. (How should it be taught?)
- Appropriate and timely assessment activities that provide relevant information and feedback for
both teacher 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.

Activity 3
1. 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
Vl. Reflection
The reflection part of the DLL and DIP should be filled up after the lesson is delivered.
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 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 has to be presented via technology-mediated resources,
supplementary learning materials, or other means.
Activity 4: Learning Task

Questions
1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SIM?
Answer:
- Provide module for distant learning in order to supplement the lacking learning task. 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?
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that the are guided throughout the lesson?
Answer:
- As an adviser the only additional support that I can give is additional activity sheets and reading
materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer:
- In modular distant learning the only way is to retrieve the modules for checking and for the teacher
adviser to assess and gather feedback.

Activity 5 Venn Diagram

Summative Assessment
FORMATIVE ASSESSMENT Assessment of learning to measure of the
student met the Performance and content
Assessment for learning: to make adjustments in standards done after the lesson/end of a
the lesson may be integrated in all parts of the quarter results enable teachers to describe
lesson: before the lesson, the lesson proper, and how well the students learned the
after the lesson results must be recorded to study standards/competencies for a given quarter,
the patterns of learning demonstrated by the which are then reflected in the class record
students but should NOT be used as the basis for learners may be assessed individually or
grading. collaboratively should promote self reflection
and personal accountability among students
about their own learning may be a written
work or a performance task

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.

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

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Answer:
- We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the Distant Learning.

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.

Lesson 3 Activity 1
 1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.
Answer: c) learning competencies
2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content.
Answer: d) learning task
3. This refers to the prescribed subjects that learners take.
Answer: a) learning area
4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context.
Answer: b. mode of delivery
Activity 2
Sample Weekly Home Learning Plan for Modular Distance Learning Grade 5

Module 3B Lesson 1
Activity 1
1. Based on the map, what resources should you have in order to implement the LDM adopted
by your School/Division?
Answer:
- Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM we need to
have printed Self Learning Modules (SLM). This SLM will be distributed to the learners.
2. Do you have the complete resources for the Distance LDM needed in class? If the 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?
Answer:
- YES
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support? Answer:
- Using the Deped LR we can easily find and obtain our need SLM. But before we can open the portal
we need to have an interne access and permission of the administrator.
- From our ICT coordinator designated as the admin of the portal.

Activity 2
1. 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.

Answer:
- After the discussions and exchanging of ideas we come up with the different ideas regarding LR.
Learning Resources and SLM are now ready to our portal given by the national for our modular
Distant learning so the only help that my colleagues can offer is to print the SLM for distribution to
our learners.
Lesson 2
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?
Answer:
- In our school we adapted a Modular Distant Learning, by the help of the two Deped portals we can
easily access of Learning resources and SLM. We can obtain our learning modules online so it eases the
burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
Answer:
- Internet connection is the main concern in accessing the portal but some students and teacher has a
slow internet speed. The other concern is it need a cellular phone or laptop to enter the portal so as an
adviser, I downloaded first the specific LR and I personally distribute it to my learner to ensure that
everyone can get their copy.
3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?
Answer:
- Using the Deped LR we can easily find and obtain our need SLM. But before we can open the portal
we need to have an internet access and permission of the administrator. From our ICI coordinator
designated as the admin of the portal.

Activity 3
1. 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.
Answer:
- During the LAC session we knew that one in our group is an admin of the said portal in our school.
We had shared our personal experience in using the learning Portals and after the session we agreed
to use the portal frequently in addressing need in teaching ang regarding LRs.

Lesson 3 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.
I downloaded UCSP Grade 11 Module in the Deped Portal.
1. Was the material able to meet all the requirements?
• Yes
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 subject matter.
It taught us to consider first all requirements needed in obtaining our desired L .R.

Activity 2
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?
Answer:
- Deped prescribe LRs are reliable and aligned in the basic requirement needed for choosing LR's while
non deped LR's sometimes deviate from the requirements of standard LR's.
2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
Answer:
- Deped materials before posting to the deped portal were being examined by the deped personnel so I
think there's no revisions for that but non deped materials of course need to be examined first and
must be aligned to the assessment tool given by deped.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Answer:
- Because of this exercise and assessment tool I can now choose better Learning Resources for my
subject matter.
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?
Answer:
• I had made learning resources in my grade 11 students with the Title Activity sheet Politics. When I
saw the assessment tool I had knew that I am lacking and didn't meet some requirement prescribe by
deped.
2. What improvements do you still need to make in your developed material?
Answer:
• Need to improve the sources of the activity and the type of font to make it readable to my students.
Also I will consider the culture and gender fair next time.
Activity 4
1. 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 LR’s.

Answer:
• After the LAC session we had seen a clearer view in making our own LR's and in choosing and
downloading LR's in our deped portal.
• A member of the group suggested that we must adapt this tool and use it every time we make our
own LR’s.

Module 4 Lesson 1
Activity 1
1. Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
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.
Answer:
• I need to develop and give more focus on the Domain number one, the content knowledge and
Pedagogy. As my self-assessment where I got only the agree level so there's a room for my
improvement. Also, I want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the guardians/parents of my
students to deliver the quality supervisory among them as well as with my co mentors in schools.
Activity 3
1. 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
Activity 1
1. Accomplish the Individual Development Plan Template by referring your output in
Lesson 1 Activity 3 of this module.
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.

MODULE 5
This portfolio will be submitted to your LAC coach for evaluation at the end of the year. You
may also use this portfolio as a means of verification (MOV) for your performance evaluation.
MODULE OBJECTIVES
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your professional
practice based on the professional standards
MODULE CONTENT
Lesson 1 - The teaching Portfolio and Its Contents LAC Session
Lesson 2 - The Evaluation Rubric LAC Session
LAC Sessions are included in the activities but may be optional as determined by the LAC
Members under the guidance of the LAC Leader
ESTIMATED TIME REQUIRED
4 hours
The Teaching Portfolio and its content
This lesson will introduce you to the teaching portfolio related to your use of the LDM. By the
end of this lesson, you should be able to:
1. Describe what a portfolio is
2. Identify the contents of your teaching in the LDM portfolio.
Key Topics/Concepts
assessment; capabilities; professional practice; professional standards
Resources Required
-LDM2 Guide for Expected Outputs
-Reading on Portfolios
-List of Suggested Evidence Form
-Study Notebook
Module 5
Activity 1
Lesson 1
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
A. 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?
Answers:
- Portfolios are intended to evaluate learning progress and achievement in a specific course, by
completing my portfolio in LAC sessions about LDMs I can now be ready for the challenge of the new
normal way of teaching. First if I will make my lessons I can scan my finished portfolio and go to the
topic about preparing MELCs. Then if I will choose what learning resources to be used in my topic I
can refer to Learning Resources topics and how to download it in DepEd portals.
- My portfolio will serve as evidences of my teaching and it will clearly show my improvements as well
as the problems I will meet and it will guide me to keep on the right track.
2. What evidence from the previous modules will help capture the progress of your teaching
practice?
Answers:
- In the previous module which is module 4, I had learned about making individual development plan
by this I can now asses my weakness and strength in terms of my teaching practices. One of the best
example is analyzing to what domain do I need to focus more and make a development plan for that.
- From the previous modules, the following evidences will help monitor my teaching practice :
1. Unpacking of MELC
2. Learning task for DL
3. WHLP
4. ILMP
3. Why is writing down your reflections an integral part of your Portfolio?
Answers:
- In every work or task given it must have a reflection within. Making of it is an integral part because
it serves as a compilation of our knowledge and understanding towards the topic. It also measures our
affectively being our consciousness and even our judgement in a certain topic.
- In every work or task given, one must have a reflection. It is an integral part because in the reflection
we can pour out our ideas, analysis, comments/suggestions about the particular task which can be a
road to change or improvement.
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.
Activity 4
- LAC discussion with colleagues. (Put some evidence) MOVs.
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
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.
• In order to be successful in making the portfolio I must consider first the Demonstration progress of
the LDM Implementation which 30% in the rubrics. Ensuring the quality of my reflections in every
topic or lesson that I tackled. Lastly, my output will be based on the professional standard given by
deped.
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.