STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

By the end of this Module, you will be able to describe

what this course is about and how it will help you manage
the teaching-learning process in the modalities.

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
down your insights in your Study Notebook.

1. What is the main delivery of this course?

 The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules
which do not require thorough discussion in deepening the teachers’ understanding
on the different learning modalities that we are about to use come October 5. This
course is also output-oriented as teacher participants are tasked to provide outputs
and reflect on each activity in every module.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
 Given the current situation of our country due to the pandemic and as our
educational system is doing its best to adjust in providing alternative ways for
learners to access quality education, this course shall engage us to become more
knowledgeable and skillful in terms of the implementation of the most suitable
learning delivery modality in their respective areas. This will also urge us to
understand better the needs of our learners and the most effective ways to provide
instructional assistance considering their health and welfare.

3. What are the two support mechanisms that will help you with your learning in this course?

 The support mechanisms that will surely help me in learning this course are as
follow:
o My prior knowledge gain from the webinars/trainings I attended that are all
connected to this course.
o The expertise of the LAC sessions’ facilitators together with the
collaborations of our teaching force in giving insights, enlightenments, and
support to each other in learning each module of this course.

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively) my

participation in this course?

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?
 HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me from (What will push me to (Where will I accomplish
repeatedly participating fully in this participate in this the
do that may affect my course?) course?) requirements of this
participation in the course?
course in Describe this
a positive or negative environment.)
way?)

I always study the The on-going My primary Since we are doing the
lessons given to me preparations for the motivation has LAC sessions virtually,
ahead of time and opening of classes, the always been the I will have to
more than willing to queries from parents learners. Seeing accomplish the
search for answers through phone them confined in requirements of this
and solutions to calls/SMS/messenger, and their homes and course from my home.
problems that may other tasks being given learning less to Rest assured that I keep
occur along the way. simultaneously from nothing makes me constant
This for me is different offices. Not to bothered. Amidst this communication with my
somehow positive mention the difficulty in pandemic, I guess the colleagues in getting
that may result to internet connection since least we can do is to their insights and
providing better our LAC sessions may be provide them with support for better
outputs. conducted virtually. the best resources we understanding of this
can give them in course.
order for them
continue their
dreams of becoming
someone useful and
efficient someday.
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016
titled “The Learning Action Cell as the K to 12 Basic Education Program School Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning.” Once you’re
done, answer the following questions. Write your responses and any other ideas and reflections in
your Study Notebook.

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:
__2__ To improve the teaching-learning process to improve learning among students
__4__ To nurture successful teachers
__1__ To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
__3__ 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.
1. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict
with the other tasks and schedules of the teachers. Often times, teachers are attending 2
or more trainings all at the same time resulting to give less focus to the LAC session.

2. Relevance of the Topics - To make sure that teachers are gaining knowledge and skills
that are useful to the current situation or in the future, the topics in the LAC sessions
should be relevant, timely, and benefial to all parties concerned especially in these trying
times.

3. Stable communication lines - As many of us are leveraging the power of modern

technology in conducting LAC sessions, it will be best if we can find a place with stable
internet connection.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVES:
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

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?

 The crisis brought about by the COVID-19 has posted a lot of challenges for the
Department of Education especially to the teachers who are standing in the
front line to provide the continuity in education. As a teacher, I believe that
narrowing down the learning competencies has become a huge factor in order
to deliver the only the most essential in this time of pandemic. However, one of
the major concerns to ensure that learning continues is the implementation
process itself. Given the shortage of resources, schools, teachers, and the
community itself are finding means to bridge the gap.

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?
 I totally agree to this. The purpose of the curriculum is solely to achieve a
higher standard of education and to produce competitive learners. But due to
its congested nature, students cannot cope up with it and more often than not,
teachers find it hard and time consuming to teach all these competencies which
seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.

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?
 The MELC is developed to allow students to study based on their abilities to
learn skills or competencies at their own pace. This method is tailored to meet
different learning levels that can lead to efficient learning outcomes through
alternative learning delivery modalities. How does curriculum review aid in the
identification of essential learning competencies?
2. What is the difference between essential learning competencies and desirable
learning competencies?
 Essential learning competencies are defined as what the students need,
considered indispensable, in the teaching-learning process to building skills to
equip learners for subsequent grade levels and subsequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as
what may enhance education but may not necessary in building foundational
skills.
3. 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?
 The MELCs were identified according to the gaps, issues and concerns across
learning areas and grade levels. The decisions were made due to the limited
number of school days and the absence of face-to-face instructions at this time
of pandemic. Hence, narrowing down the learning competencies is the best
option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 The MELCs are made aligned with the national/local standards, applicable to
real-life and are the most essential competencies that students are expected to
learn despite this pandemic. The Department of Education has made sure that
with limited resources, time, and the absence of face-to-face instructions,
learners would still get the the necessary competencies the need to acquire
through these MELCs.

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?
 By unpacking and combining the MELCs, we now have a clear path forward.
This gives up a deeper understanding on how these MELCs are selected. It will
be much helpful for us to plan on how are we going to implement our LCP more
efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
 The Most Essential Learning Competencies should be aligned to the content
and performance standards of the all the learning areas. Should be based on
the learning needs of the learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

 Of course, unpacking the MELCs are essential in order to have a systematic
learning activity so that the competencies needed by the learners are not
congested or repetitive.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
a. differentiate between the learning delivery modalities prescribed
b. by the LCP and between the different types of distance learning
modalities
c. apply lesson design and assessment considerations for
d. distance learning in light of the COVID-19 crisis
e. create a weekly home learning plan to guide your learners as they
do
f. independent study at home
g. create an individual learning monitoring plan to keep track of the
h. 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.
  Face-to-Face Learning - A traditional way of teaching and learning process where
learners usually to go schools in order for them to acquire the learning competencies
designed for them. It also requires the presence of a teacher with aids for teaching and
providing learning resources to the class for better outcomes.

 Distance Learning - Refers to a learning method where learners are provided with
materials or tools that they can study at the comfort of their home. This could also be an
online teaching and learning process.

 Blended Learning - This method can be a combination of online learning and F2F
learning or any combinations of learning delivery modalities.

 Homeschooling - This is a home-based learning method where learner is not required to

go to school. They study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study Notebook

 Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
 Most of our learners belong to less-fortunate families
who are apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
Modular Distance order for them to participate in Online Learning and
1 Learning other learning modalities. Many of them also reside in
far-flung areas where signal reception is not possible
so modular distance learning is the best fit modality for
them.

When the current situation due to this pandemic

becomes better, the school may include the face-to-
face instruction along with the existing modular
learning. This is to provide better instructional support,
2 Blended Learning
monitoring, and evaluation to the learners to ensure
that the quality of education is being delivered.

TVBI is possible but not to everyone. As mentioned

above, most of the learners’ families are not capable of
3 TV-Based Instruction providing this type of device.

Most families in the community now-a-days do not use

radios anymore. In some households this is still present
4 Radio-Based Instruction but the signal reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very

small number of learners selected this type of
instruction simply because most the learners are not
5 Online Learning capable of this as stated in the above explanations.

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?
  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?

 Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for
learners, and for the teachers to carry out lessons successfully.

3. What are the three elements or components of a well-designed lesson?

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the
objectives are met.
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

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

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners
on whether the lesson has been succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 8
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

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

Lesson Proper
1. Explain, model, demonstrate, /
and 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?
 Create printed materials that would supplement the missing learning tasks in the
SLMs.

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?
 Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
 In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions.

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.
 Occurs toward the
May be given at any end of a period of
time during the teachers learning in order to
and learning process. describe the
standards reached
The results of formative by the learner.
assessments will help Assessment
teachers make good of Learning The results of
instructional decisions summative
so that their lessons are assessments are
better suited to the recorder and used
learners' abilities. to report on the
learners'
achievement.

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?

 Formative and summative assessments are common among the groups simply because
these two are integral parts in the grading system during this time of pandemic.

2. What are the challenges in doing assessment in DL?

 The primary challenge in cascading the above-mentioned assessment is the honesty of
the learners and parents in answering those materials. Without the presence of the
teachers and the traditional face to face interaction, it will remain as a major challenge
for the teachers and the educational system as a whole. Another problem that is
expected to occur in this type of learning modality is the learning support system of a
child which may lead him/her to having low or poor performance which will reflect to
these assessment methods.
 3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 By attending webinars/trainings in connection to the implementation of distance
learning, we are able to learn various ways in communicating to the
learners/parents/guardians to provide instructional assistance especially in providing
assessments that may be confusing to them.

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 A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__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.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

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)

A tool to guide learners and A tool for monitoring learners who

learning facilitators or lag behind based on the results of
household partners in tracking their formative and summative
Purpose
the subject areas to be tackled assessments
and activities to perform at
home
 Learners and learning facilitator Teachers and learning facilitator
For Whom?
or household partner or household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Has to be
communicated to Yes Yes
parents?

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVES:
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?
  Modular distance learning is the adopted modality in our school. Hence,
printed self-learning materials and activity sheets are the resources that we are
going to utilize.

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?
 The school is now in the process of reviewing the SLMs provided to us. But
teachers are already utilizing the use of LR Portals like LRMDS and DepEd
Commons to find useful and effective LRs to supplement the SLMs if need be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
 A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of
the LRs should be established. I will get the support from my fellow educators
and the technical support from out ICT coordinator.

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?
 The resources are appropriate to the different levels of our learners. These
resources are in editable formats so improving or adjusting it to meet the
needs of all learners should be easy.

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.
 We have agreed to provide immediate technical assistance to each other when
we encounter problems in accessing online portals for LRs. We also came up to
a consensus to share updates and useful tools and knowledge about more
sources whether offline or online sources of LRs to suffice the needs for
additional useful 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?
 The LRMDS and DepEd Common portals provide supplementary materials to
our SLMs that we can download, improve and adjust to meet the needs of all
our learners. It gives variety of learning activities to complement the existing
LRs I have prepared.

2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
 The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal
reception is better.

3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
 A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of
the LRs should be established. I will get the support from my fellow educators
and the technical support from out ICT coordinator.
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.

 We agreed to provide technical assistance in case problems occur while

accessing the said portals. We also decided to include the updates of these
portals to our future LAC sessions.

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?
 The download LR material met the learning targets of the lesson. The LR has
the basic standards required to deliver the MELCs.

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 evaluation method has achieved the quality and reliability of the activities
to manipulate and optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 Understanding the management of this LR Portals, this gives me the confidence
and motivation to look for the most appropriate learning resources to my
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?
 The resources are not quality assured and only provide minimal support to
attain the learning objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non DepEd portals — still need?
  A more precise and easier to follow instructions can be developed. Upload
more additional resources to meet all the learners’ needs and levels of
understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 Understanding the management of this LR Portals, this gives me the confidence
and motivation to look for the most appropriate learning resources to my
learners.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 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

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

See LDM Module 4 – page 37

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.

I will have to work on assessment and reporting that will ensure the credibility of learning
in this distance learning. It will help me optimize the ways to monitor and evaluate learners’
progress and minimize possible distance cheating.

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?

What is your goal toward

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

Deeper understanding and Improving my teaching Consistent collaboration from

reflecting to the things I need strategies in this time my fellow educators and
in preparation for the opening challenging situation. continuous learning to provide
of classes. quality education amid this
crisis.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES

MODULE OBJECTIVE:

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

Lesson 2 - The Evaluation Rubric

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?
 Portfolios are intended to evaluate learning progress and achievement in a specific
course, by completing my portfolio in LAC sessions about LDMs I am now ready for the
challenge of the new normal in education. I am now fully capable of preparing my
lesson plans and in choosing the appropriate LRs to supplement the SLMs.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
 Learning to create an individual development plan can help my assess my weaknesses
and strengths in terms of my teaching practices.

3. Why is writing down your reflections an integral part of your Portfolio?

 Writing down my reflections and insights can help me navigate my intent to improve
in aspects that I needed to. It also serves as my review points whenever I feel lost in
performing my duties. Most importantly, it serves as a gauge on how well I understand
the topics discussed from this course.

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.
 The list of evidence in the learning delivery modality is enough at the moment.
Although of course there might be something else that need to be included as we go
on to the implementation of the DL through the MDL. In the future LACs, surely our
group will suggest of other strategies to use and henceforth the evidences to prepare.

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.
  I will make sure that I have access to the things I need before, during and after the
implementation phases of the school LCP. Making sure that I am well aware of every
step and in documenting every single thing that’s happening along the way. I shall
also be guided with the rubrics at hand to ensure that I am on track and that the
Professional Standards are met.

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.