Republic of the Philippines

Department of Education Republic of the Philippines

Region IV-A CALABARZONDEPARTMENT OF EDUCATION
Division of Rizal Region IV-A CALABARZON
Division of Rizal
AMPID NATIONAL HIGH SCHOOL
AMPID NATIONAL HIGH SCHOOL
P. Salamat Extension, Ampid I, San Mateo, Rizal
https://ampidnhsrizal.ph [email protected]
(02) 8363 - 3937

STUDY NOTEBOOK

WELCOME TO
LEARNING
DELIVERY
MODALITIES
COURSE (LDM2)
FOR TEACHERS

Marites C. Olorvida
Filipino Teacher 1

EXPECTED OUTPUTS
P. Salamat Extension, Ampid I, San Mateo, Rizal
@DepEdTayoAmNaHiS308126. Education Website
MODULE 4: Planning for Continuing Professional Development and LAC
* [email protected]
Planning (02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

You are expected to generate outputs at various points in the Course. This
will constitute your Course Portfolio.

Part 1. LDM Selection and Implementation Planning

1. Sample MELCs Unpacking Presentation

2. List of targeted learner interventions
3. Learning tasks for DL
4. Assessments methods in DL
5. Weekly Home Learning Plan for one (1) subject
6. Individual Learning Monitoring Plan for a student who lags behind in
completing the learning tasks
7. LAC 3 Teacher Engagement Report (Optional if LAC was Conducted)
8. LAC 3 Session Report (Optional if LAC was Conducted)
9. Two (2) accomplished LR Rapid Assessment tools with reflections
10. Professional Development Plan

Part 2. LDM Implementation Portfolio

1. Daily Lesson Plans or Daily Lesson Logs

2. Recording of Class Instruction

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

LESSON 2: UNPACKING AND COMBINING MELCS INTO

LEARNING OBJECTIVES

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

MOUTPUT Sample MELCs Unpacking Presentation

#1

Grade Level: Grade 9

Subject: Filipino
Grade Level Standards: Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-
aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at
pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at
saling-akdang Asyano upang mapatibay ang pagkakakilanlang Asyano.
QUARTER MOST ESSENTIAL UNPACKED LEARNING OUTPUT/PERFORMANCE/
LEARNING COMPETENCIES/OBJECTIVES ASSESSMENT
COMPETENCIES

Unang 1. Nasusuri ang mga Aralin 1: • Pagsusuri sa mga

Markahan pangyayari, at ang pangyayari sa akda at ang
kaugnayan nito sa • Natutukoy ang mga kaugnayan nito sa
kasalukuyan sa pangyayari sa binasa na may kasalukuyan
lipunang Asyano kaugnayan sa mga pangyayari
batay sa sa lipunang Asyano sa
Maikling napakinggang akda kasalukuyan
Kuwento
• Nasusuri ang mga pangyayari
sa akda at ang kaugnayan ng
mga ito sa kasalukuyang
lipunang Asyano

2. Nabubuo ang Aralin 1: • Paghatol sa mga ideyang

sariling paghatol o nakapaloob sa akda
pagmamatuwid sa • Natutukoy ang mga ideyang
mga ideyang nakapaloob sa akda
nakapaloob sa akda • Nakabubuo ng sariling
paghatol o pagmamatuwid sa
mga ideyang nakapaloob sa
akda

3. Nabibigyang Aralin 1: • Pagbibigay ng kahulugan

kahulugan ang sa malalim na salitang
malalim na salitang • Natutukoy ang mga salitang ginamit sa akda gamit ang
ginamit sa akda batay may malalim na kahulugan na denotatibo at konotatibong
sa denotatibo o ginamit sa akda kahulugan
konotatibong
kahulugan • Napagbbalik-aralan ang
tungkol sa denotatibo at
konotatibong pagpapakahulugan

• Nabibigyang kahulugan ang

malalim na mga salitang ginamit
sa akda batay sa denotatibo at
konotatibong kahulugan

4. Naihahambing ang Aralin 1: • Paghahambing sa mga

ilang piling pangyayari piling pangyayari sa
sa napanood na • Naiisa-isa ang mga piling pinanood na telenobela sa
telenobela sa ilang pangyayaring nagaganap sa mga pangyayari sa
piling pangyayari sa lipunang Asyano sa kasalukuyan kasalukuyan sa lipunang
P. Salamat Extension, Ampid I, San Mateo, Rizal
@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

lipunang Asyano sa Asyano
kasalukuyan • Naihahambing ang mga piling
pangyayaring nagaganap sa
lipunang Asyano sa kasalukuyan
sa mga pangyayari sa pinanood
na telenobela

5. Nasusuri ang Aralin 1: • Pagsusuri sa maikling

maikling kuwento kuwento batay sa
batay sa: paksa, mga • Nasusuri ang paksa at mga pamantayan
tauhan, tauhan sa maikling kuwento
pagkakasunod-sunod
ng mga pangyayari, • Nasusuri ang pagkakasunod-
estilo sa pagsulat ng sunod ng mga pangyayari sa
awtor at iba pa maikling kuwento

• Nasusuri ang estilo ng pagsulat

ng awtor ng maikling kuwento

6. Napagsusunod- Aralin 1: • Pagsusunod-sunod ng

sunod ang mga mga pangyayari gamit ang
pangyayari sa akda • Napagbabalik-aralan ang mga angkop na pang-ugnay
Napagsusunodsunod pang-ugnay
ang mga pangyayari
gamit ang angkop na • Napagsusunod-sunod ang
mga pag-ugnay mga pangyayari sa akda gamit
ng mga angkop na pang-ugnay

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: Understanding the Different LDMS

OUTPUT List of targeted learner interventions

#2

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 learning 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 answer in your Study Notebook and share your ideas at
your LAC session.
Learner Group Targeted Intervention
Learners without parents or household  Tie-up with the SK Officials in their respective
member who can guide and support community to be the learning facilitators.
their learning at home  Trace possible co-parent of family members to
foster learning support
 Use peer teaching with in the family members.
 Ask the help or the nearest neighbor but observe
safety protocol for teachers.

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

 SSG Officers may provide assistance to these
learners assuming that these learners are of the
same neighborhood.
 Teachers may allot time for these learners through
home visitation if and only if home visitation is
already allowed, if not, then teachers may provide
technical assistance through messenger, phone
call, text messages and other means to
communicate with the learner.

Beginning readers (K to 3)  The parents play a vital role in the development of a

child especially in reading, call the attention of the
parents through orientation, social media and/or text
messaging/call so they could help their child.
 Providing Multi Media Lessons thru Links from
Deped Portal and approved social media. Focus
more on developing 3Rs. (READING, Writing and
Arithmetic)
 Record a video on how to teach children how to
read so that parents will be guided.
 Since children are good imitators, maybe we can
record a video on how to pronounce basic sight
words.
 Send downloaded videos from DepEd portals for
beginning readers.

Struggling readers (Grades 4-12)  In the JHS, maybe the older siblings or parents can
help, teachers may just send the reading materials.
 Create an FB account or GC for the parents
 Text Brigade
 SK officials may also serve as Reading
teachers/tutors provided that they have gone
through orientation/webinar on how to teach
struggling readers.
 A neighbor who excels in class may also provide
assistance to struggling readers.

No access to device and Internet  Provide printed materials.
 Neighbors with device may be of help.
 Home visitation if possible.

Inaccessible (living in remote and/or  Brgy. Officials should be tapped in the distribution of
unsafe areas) printed modules.
 Home visitation of possible.

Indigenous Peoples  N/A

Person with Disabilities  Learners with visual impairments should be given
appropriate learning materials to aid them in their
lessons.(recorded audio
materials)
 Use peer teaching with in the family members
guided or monitor by teacher in Special Education

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Others? Specify.

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: Understanding the Different LDMS

OUTPUT Learning tasks for DL

#3

Before the Lesson Lesson Proper After the Lesson

 Review previous lesson  Provide learners with  Wrap the activities

 Clarify concepts from feedback  Emphasize key information and
previous lesson  Check for learner’s concepts discussed
 Present warm-up understanding  Ask learners to recall key activities
activities to establish  Explain, model, and concepts discussed
interest in new lesson demonstrate, and  Reinforce what teacher has taught
 Present connection illustrate the concepts,  Assess whether lesson has been
between old and new ideas, skills, or mastered
lesson and establish processes that students  Transfer ideas and concepts to new
purpose for new lesson will eventually situations.
 State lesson objectives internalize
 Help learners
understand and master
new information

Lesson 2 Activity 4: Learning Tasks

Learning Delivery Modality (select one): ☐ODL ☐MDL ☐TV/RBI ☒BL
Grade Level and Learning Area: Grade 9 / Filipino
Lesson/Topic: Maikling kuwento (Ang Ama)
Learning Objectives: Nasusuri ang mga pangyayari, at ang kaugnayan nito sa
kasalukuyan sa lipunang Asyano batay sa napakinggang
akda
P. Salamat Extension, Ampid I, San Mateo, Rizal
@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Learning Resources/Materials Powerpoint presentation
Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be
facilitated by a household partner, can
present in
be done via a learning activity sheet, can
the be presented via an internet- based
SLM resource, can be facilitated during a
synchronous learning session, etc.)

1. Review previous lesson Via – technology – mediated

resource
2. Clarify concepts from previous lesson Via – technology – mediated
resource
3. Present warm-up activities to establish interest Via – technology – mediated
in new lesson resource
4. Check learner’s prior knowledge about the new Via – technology – mediated
lesson resource
5. Present connection between old and new Via SLM
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners Via SLM
Lesson Proper
1. Explain, model, demonstrate, and illustrate Via SLM
the concepts, ideas, skills, or processes that
students will eventually internalize.
2. Help learners understand and master new Via – technology – mediated
Information resource
3. Provide learners with feedback.
4. Check for learners’ understanding Via – technology – mediated
resource
After the Lesson
1. Wrap up activities Via – technology – mediated
resource
2. Emphasize key information and concepts Via – technology – mediated
discussed resource
3. Ask learners to recall key activities and Via – technology – mediated
concepts discussed resource
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered Via SLM
6. Transfer ideas and concepts to new Via SLM
situations

Reflection

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SIM?

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

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 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, inorder 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.

OUTPUT Assessments methods in DL

#4
Adapting assessment methods in distance learning
Adapting 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? 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.

Note: This Method is advisable for Online Class

Assessment Method How to Adapt the Assessment Method in DL
1. Open -ended questions I will send a three-item quiz via message before the lesson.
Based on the responses, I will take note of the common
misconception and clarify them to the learners during our
online session or via text.
2. Free- writing sessions I will send two questions via messenger about their past lesson
and the pupils will elaborate their answers. This will served as
my baseline for clarification during our video conference.
3. Host a game show Thru Google meet, I will engage the learners to host a game
show to test their knowledge and skills.
4. Concept Map Allow the students to show creativity in generalizing the
concept being learned
5. Online interviews Using the computer mediated communication (CMC), I will give
a certain topic about our lesson. I will ask the students to
express their opinions and ideas about the topic that we
discussed.

Be ready to share your output when you meet with your LAC group
Reflection
after completing this module. Try to answer these questions with
your colleagues:
1. What assessment methods are common among the group members?
Answer:
 Open -ended questions and Free- writing sessions are common among the most
familiar to the group.

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

2. What are the challenges in doing assessment in DL?
Answer:
 The physical absence of the facilitator is a hindrance in doing assessment in
Distance education. The teachers are not physically available to guide and
support the learners.
 For me the biggest challenge is how to contact all your student to inform them
that you have your assessment for the reason that not all of them have an
access in the internet.
 Internet connection may also be consider as one challenge being faced by the
teachers in giving online assessment
 Poor signal can caused delay and interruption on online class.
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.
 The teachers should ask the students feedback. It is a great opportunity for
interactions and for the learners to express their ideas and thoughts.

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs

OUTPUT Weekly Home Learning Plan for one (1) subject

#5

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)

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Share your prepared WHLP during your LAC Session.
Lingguhang Pantahanang Pagpaplano sa Pagkatuto ng Mag-aaral
Baitang 9- Linggo I- Unang Markahan
Ika 05-09 ng Oktubre, 2020
Araw at Oras Asignatura Kasanayang Mga Gawaing Pamaraan ng
Pampagkatuto Pagtuturo
Pampagkatuto
7:00 – 8:00 Magpasalamat sa Poong Maykapal, Ayusin ang pinaghigaan, kumain ng almusal kasama
ang buong Pamilya.
8:00 – 8:30 Mag ehersisyo at makipagkuwentuhan sa Pamilya.
9:00 – 10:00 Pagkuha ng Modyul sa mga nakatalagang Kiosk
10:30 –11:30 Filipino 9  Masuri ang mga Narito ang talaan ng mga  Kung mayroon
pangyayari at ang gagawin sa buong oras ng nais linawin at
kaugnayan nito sa talakayan: hindi nauunawaan
kasalukuyang sa Gawain ay
1. Magtala ng 5
lipunang Asyano maaaring
pangungusap na
batay sa magtanong o
nagsasalaysay ng mga
napakinggang sumangguni sa
karanasan noong
akda magulang o sa
nakaraang buwan.
guro kung
 Makabuo ng mayroong paraan
2. Subukang sagutan ang
sariling paghatol o ng komunikasyon
Gawain sa Pagkatuto
pagmamatuwid sa ng sa ganun
bilang 1. Batay sa
mga ideyang maisagawa ng
karanasan na
nakapaloob sa maayos at tama
nararanasan sa
akda. ang mga Gawain.
nagdaang naranasang
krisis ng pamilya at ng
 Kung natapos na
buong bansa.
ang mga Gawain
3. Batay sa larawan na ay ibigay ito sa
makikita sa modyul ay magulang upang
suriin ito at bigyan ng masubaybayan
paghahatol batay sa kayo.
sariling pagkaunawa.
4. Basahin ng may pang-
unawa ang teksto na
pinamagatang
“Panibagong Paghihigpit’
matapos ay sagutin ang
Gawain bilang 4 at 5
upang matukoy kung
lubusang nauwaan ang
binasang teksto
5. Palawakin ang pang
unawa batay sa
paghahatol sa isyu at
pagbibigay
pagmamatuwid sa isyung
nabanggit na napili.

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.
P. Salamat Extension, Ampid I, San Mateo, Rizal
@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and learning A tool for monitoring learners who
Purpose facilitators or household partners in Lag behind based on the results of
tracking the subject areas to be tackled their formative and summative
and activities to perform at home. assessments.
Learners/ student and learner’s Teacher and learner’s facilitator
For Whom? facilitator
Learning area, learning competencies, Learner’s needs, intervention
Components mode of delivery learning tasks, strategies, learner’s status, monitoring
date
Yes Yes
Has to be communicated to
parents?

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

OUTPUT Individual Learning Monitoring Plan for a student who lags

#6 behind in completing the learning tasks
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Sherly M. Villamina
Grade Level: 9 - GARNET
Intervention Learner’s Status
Learnin Learner’s Monitoring
Strategies Insignifican Significant
g Area Needs Date Mastery
Provided t Progress Progress
Filipino 9 Makapagbigay- • Pagtukoy sa October
kahulugan sa kaibahan ng 18,2020
mga mahihirap denotatibo at
na salitang konotatibong
ginamit sa kahulugan ng
akda batay sa salita.
denotatibo o
konotatibong • Pagbibigay
kahulugan ng mgaa
halimbawa ng
mga salita na
denotatibo at
konotatibo
upang mabilis
maunawaan
ang mga
Gawain at
masagutan
ng tama ang
mga
katanungan
sa modyul.

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised.
Interventio
n Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

MODULE 3B: LEARNING RESOURCES

LESSON 3: ASSESSING THE LR MATERIALS

OUTPUT
2 RAPID ASSESSMENT OF LEARNING RESOURCES
#9
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 Filipino Grade 9 Module in the Deped Portal

Is the LR Materials….. YES NO Cannot be

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?

Reflection

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

 Yes, the materials was able to meet all the requirements.

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
 On the assessment tool all the factors considered are attained. The LR was a
great help in preparing teachers in different modalities to be used in the “New
Normal”

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 All aspects are covered by the tool and been utilized to answer the activities
given on the LR.

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
 This exercise helps me to create a workable plan on how to
appropriately use the different learning resources to maximize the
potential of the learners to cope with the lesson in the time allotted for
them to learn.

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
non-DepEd LR portals/platforms

Is the LR Materials….. YES NO Cannot be

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?

Reflection

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
 Based on the assessment tool, the material from a non- Deped Portal
does not meet the some necessary relevancy to MELCs. I agreed that its
format is very pleasing to the eyes but compared with the LR from the
Deped portal, I think materials are more relevant to the MELCs as well as
it is more reliable with regards to source.

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
 For DepEd portal, the need to complete all the learning materials for all topics/
learning competencies on all subject areas is recommended while for Non-
DepEd portals, the relevancy with regards to MELCs is needed.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
 LR portals helps me access, download and choose the appropriate LRs for the
lessons given on the learners. Aside from that links can be provided to the
learners for the easy access of materials online.

LESSON 2: Accomplishing the Individual Professional

Development Plan Template

OUTPUT P. Salamat Extension, Ampid I, San Mateo, Rizal

#10 @DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

Professional Development Plan

1. Access the List of NEAP-recognized Programs and the Individual

Development Plan template. Examine the available PD activities/programs
offered by DepEd and non-DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of
Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from
your output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan Timeline Resources

Strengths Development (Recommendation Needed
Needs Developmental intervention)
Learning Intervention
objectives of
the PD program
Focusing Produce quality Producing quality Attending Whole year School
teaching and output, learners output and seminars about round funds
learning ready and fully learners ready curriculum
equipped planning and
teaching
strategies
Use the I will research Plan and design Attend online Whole year Online
platforms in application and effective trainings and round connectivity
the fully understand instruction seek for
modalities learning portals professional
to assist my advice and how
students to improve
teaching and
learning using
educational
platform.
Support Provide the Applying the Attending Inset, LAC School
curriculum quality modules assessment tool in seminar about session funds
management for my students choosing learning learning personal
and in the Modular resources for the resources,
implementati distant learning modules. LRMDS and
on this new normal Deped commons
Manage my I will improve my Use variety of Research Whole year Inter-
learners/clas concept and assessment tools linkages that round connectivity
s in the writing skills to to inform and have learning Deped and
modality that better provide enhance the resources writing non-Deped
mu schools my students with teaching and techniques portals
had adopted quality assured learning
modules and
learning
materials
Engage with I will promote Establish Coordinate with Whole year Online
parents and collaboration community parents via round connectivity
community with parents and relationships and mobile phones or
partners in other uphold other social
assisting stakeholders in professional ethics avenues
P. Salamat Extension, Ampid I, San Mateo, Rizal
@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal

AMPID NATIONAL HIGH SCHOOL

learners the delivery and
implementation
of the new norms
in education
Select, Manage a To be able to Attend webinars October Webinars
develop, structure to manage a and LAC session 2020 – LAC
organize and engage learners structure to on managing June ,2021 SESSION
use individually or in engage learners, learners in the Research
appropriate groups in individually or in new normal Other
teaching and meaningfully groups in education readings
learning exploration, meaningfully assistant
resources, discovery and exploration,
including ICT hands-on discovery and
to address activities with hands-on activities
learning their physical with their physical
goals for learning learning
synchronous environment. environment.
and
asynchronou
s teaching
Use the I will enhance my Know what to Attend virtual Whole year Interconnect
modality with capacity to teach and how to trainings and round ivity mobiles
ease deliver modality teach it and read modular phones and
used in AHS maintain learning related modality their
focused implementation gadgets
environment

Reflection

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 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, inorder 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.

P. Salamat Extension, Ampid I, San Mateo, Rizal

@DepEdTayoAmNaHiS308126. Education Website
* [email protected]
(02) 8363 - 3937