Learning

Delivery
M o da li ti e s
Coarse
tu d y No t e book
S

E. So m id o , Teacher I
Vanessa Lace

>
 Hi! My name is
Vanessa Lace E. Somido
Teacher I
Mathematics Department

+639278673276

[email protected]

< >
 Tasks!

Module 1 Module 2 Module 3a

Module 3b Module 4 Module 5

< >
M1

M2

M3a

M3b Mo dul e 1
M4

M5

...

< >
M1

M2

M3a

M3b

M4
Module 1
M5 Course Orientation
...

< >
 MODULE OBJECTIVE
M1 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.
M2

M3a MODULE CONTENT

Lesson 1: Course Overview
M3b Lesson 2: Organizing your Learning Action Cell (LAC) LAC Session 1

M4
ESTIMATED TIME REQUIRED
4 hours
M5

...
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1
M1
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
M2

1. What is the main delivery of this course?

M3a 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
M3b 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.

M4
2. How can this course help ensure that you will be able to deliver quality
M5 instruction in the new normal?
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.
M1

M2 3. What are the two support mechanism that will help you with your learning in
this course?
M3a
The two support mechanism that can help me with this course
are: First, I watched YouTube videos tackling LDM2 Course. Second, I also
M3b asked and communicate to my co-teachers regarding with this course.

M4

M5

...
 ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.
M1
1.How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?
M2 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.
M3a
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?
M3b
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly do that may from participating fully in participate in this the requirements of this
M4 affect my participation in this course?) course?) course? Describe this
the course in a positive or environment.)
negative way?)

M5 I take screenshot and Unstable internet The willingness to learn I will be answering at
jot down important connection. something new. home. There are some
details during the noise that may destruct
... discussion. my attention.
 ACTIVITY 3
Look for a colleague with whom you would like to discuss your answers and reflections
M1 with to the questions in Activities 1 and 2.

M2

M3a

M3b

M4

M5

...
 LESSON 2: ORGANIZING YOUR LEARNING ACTION
M1
CELL (LAC)
M2
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order
M3a 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
M3b Improvement of Teaching and Learning.”

Once you’re done, answer the following questions. Write your responses and any other
M4
ideas
and reflections in your Study Notebook.
M5

...
 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.
M1
1. To nurture successful teachers
M2 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
M3a 4. To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole

M3b
2. What are the top three challenges to having a successful LAC? List down and
M4 elaborate.
• 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
M5 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 times operating their
... laptops.
 ACTIVITY 3
M1

M2

M3a

M3b

M4

M5

...
 FORM 1: LAC PROFILE
REGION: NCR
LAC ID (name or number): Grade 10 MATHibay Number of LAC members: 13
M1
Name of LAC Facilitator: Designation/Position:
Marlyn B. Tamani Master Teacher II
Mira Rosario M. Rofuli Teacher II
M2 LAC Members
        Contact details Preferred
        (email, mobile contact mode
M3a NAME Male/ DESIGNATION/ DIVISION number) (email,
Female POSITION phone,
Skype, Zoom,
M3b Google Meet,
Viber, FB)

M4

M5 JOEL A. PORCADILLA Male LAC Leader joel.porcadilla@de email, phone,

Head Teacher VI pedqc.ph FB,
  Messenger,
... Quezon City Google meet

MARLYN B. TAMANI Female LAC Facilitator marlyn.tamani@de email, phone,

M1

M2

M3a

M3b
Module 2
M4

M5

...

< >
M1

M2

M3a

M3b

M4
Module 2
M5
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
...

< >
 MODULE OBJECTIVE
M1 By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
M2
2. unpack the MELCs
3. combine related competencies into learning objectives

M3a
MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
M3b
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2
M4

ESTIMATED TIME REQUIRED

M5 3 hours

...
 LESSON 1: BACKGROUND, RATIONALE,
M1 AND DEVELOPMENT OF MELCS
ACTIVITY 1
M2 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
M3a 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
M3b
alone? Why or why not?
With this global pandemic we have today, this make education for children more difficult to achieve. This
M4 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
M5 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
M1
closure of schools nationwide, the congested curriculum has been a
perennial problem of teachers (Andaya, 2018). This is perceived to be one
M2 of the hindering factors on the poor performance of Filipino learners. Do
you agree with this observation? Why or why not?
M3a

Yes, I agree, in the department of education several curriculums had been laid and
M3b adapt for the purpose of achieving higher standard education and can produce a
globally competitive learner. But due to the congested curriculum we cant achieve
M4 our goals. Students cant cope up with the content standard sometimes it takes time
to finish a full quarter subject with a limited time allotment.

M5

...
 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.
M1 Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
M2 The general and specific purposes in the development of MELC are the following:
a. to give focus instruction to the most essential and indispensable competencies that our learners must
acquire as we anticipate challenges in learning delivery.
M3a b. to lighten the burden of converting classroom-oriented learning resources into learning resources
adapted to distance learning.

M3b
2. How does curriculum review aid in the identification of essential learning competencies?

Curriculum review aid in the identification of essential learning competencies by focusing in the different
M4 characteristics of an essential learning competency which is based on a US-developed competency
validation rubric and fulfill one of the provisions of Republic Act 105333 to review the curriculum and as
well as to ensure quality, relevant and liberating education for all. The said rubric is intended to assure
M5 that learning competencies can reach the highest level of quality and comparability across schools
although adaptations were made for relevance in the Philippine context.. The review focuses on
articulation within and across learning areas to identify the gaps, issues and concerns across learning
... areas and grade levels
 3. What is the difference between essential learning competencies and desirable learning
competencies?
The difference between essential learning competencies and desirable learning competencies is that
M1 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 for lifelong
learning while desirable learning competencies were defined as what may enhance education but may not
M2 be necessary in building foundational skills.

M3a 4. How were the most essential learning competencies identified? What were the decisions made
in order to trim down the number of the essential learning competencies further?

M3b A list of characteristics of essential learning competencies was provided to help reviewers decide which
among the learning competencies are deemed most important. The said characteristics was based on a
US-developed competency validation rubric. With the challenges on learning delivery posed by COVID-
M4 19, the Bureau of Curriculum Development accelerated the identification of the essential learning
competencies and streamlined these further into the Most Essential Learning Competencies (MELCs).In
determining the criteria for the selection of the most essential learning competencies, the descriptor
M5 “Endurance” was considered to be the primary determining factor. Part of the process was deciding
whether a learning competency is to be retained, merged, dropped or rephrased. The content and
performance standards are directly lifted from the curriculum guides.
...
M1

5. What is the importance of the MELCs in ensuring the delivery of quality

M2 instruction?
The difference between essential learning competencies and desirable learning competencies is
M3a that 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 for lifelong learning while desirable learning competencies were defined as what
M3b may enhance education but may not be necessary in building foundational skills.

M4

M5

...
 ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
M1
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare
M2 the two documents to determine which learning competencies were retained, dropped, or merged.

M3a
  K TO 12 LEARNING MELCS
COMPETENCIES
M3b  Illustrates polynomial  Understand, describe , and interpret the
functions (M10AL-IIa-1) graphs of polynomial functions ( M10AL-
 MERGED/CLUSTERED IIa-1 )
 Graphs polynomial function
M4 (M10AL-IIb-1)
 Solves problems involving  Solves problems involving polynomial
 RETAINED polynomial functions (M10AL- IIb-2) functions (M10AL-IIb- 2)

M5   Derive the distance

 DROPPED formula (M10GE-IIg-1) N/A

...
 ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions
M1 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, in
your Study Notebook.
M2

M3a
In this season of
M3b pandemic,
education has been
put into new normal
M4 way. That is why a
new normal
curriculum should
M5 also be adopted.

...
 1. How can we be sure that the identified MELCs are easy to attain and understand by the
average and slow learners?
M1
INSIGHTS:
• The identified MELCs were thoroughly identified and reviewed which are generally designed
M2 for all types of learners.
• The identified MELCs can be attained by the average and slow learners because these are
aligned with the content and performance standards.
M3a • Since the main objective of the Department of Education is to deliver quality education, MELCs
are designed for diverse types of learners.

M3b 2. Will the learning of the student suffer due to the fact that there are learning competencies that
are combined/merged into only one competency?

M4 INSIGHTS:
• There will be no mastery of the learning competencies if duration of teaching those
competencies is watered down.
M5 • Only the fast learners can adapt to this change. Slow learners will be left behind.

...
M1
3. Will the unpacked and combined learning competencies we have done in this
M2
module be used in the incoming school year?
INSIGHTS:
• I don’t think so. The very reason why this module allowed us to unpack and
M3a
combine learning competencies is for us to experience the procedure of
unpacking and combining such.
M3b • The Department of Education has its ready-made MELCs to be utilized in the
upcoming school year. We won’t be able to create modules and other
M4
instructional materials if MELCs have not been made.

M5

...
 LESSON 2: UNPACKING AND COMBINING
M1
MELCS INTO LEARNING OBJECTIVES
ACTIVITY 1
M2
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
M3a your Study Notebook:

1. What is the importance of unpacking and combining the MELCs?

M3b The identification of MELCs intends to provide instructional space among field partners/implementers to
deliver quality instruction amidst the limited learning modalities and shortening of the school year.
Likewise, the release of the MELCs does not confine teachers in navigating the peculiarities of the learning
M4 landscapes. Just like in the pre-COVID years, you are highly encouraged to unpack the curriculum
standards into learning objectives through the MELCs, in order to systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional deliveries.
M5

...
 2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
M1 In unpacking the MELCs into learning objectives, you need to consider the following:
• Alignment on the Content and Performance Standards - The MELCs are not a departure from the standards-
based design, which is one of the main features of the K to 12 Curriculum. In fact, there are no MELCs
M2 without the content and performance standards.
• Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to higher-order
cognitive demands. As such, lower cognitive demand may be considered first in creating learning
M3a objectives. This ensures that prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are addressed.
• Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to provide
M3b systematic learning experiences for learners, it is incumbent that the unpacked learning objectives follow a
logical sequence.

In combining the MELCs into learning objectives, you need to consider the following:
M4 • Commonality of content, topic or theme – We cannot combine contrasting or unrelated cents, topics or
themes. Doing so will just create confusion and vagueness.
• Alignment with the Content and Performance Standards – Like in the unpacking of MELCs, combining of
M5 MELCs should aid in the achievement of content and performance standards.

...
M1

3. Do all the MELCs need to be unpacked or combined? Why or why

M2 not?
Not all MELCs need to be unpacked or combined because it might complicate
M3a things for the reason that MELCs in each learning areas are all interrelated and
anchored on the content and performance standards making it enough for teachers
M3b to combine at least two MELCs which will allow them to skillfully design
instructional resources without departing from the standards prescribed by the
curriculum.
M4

M5

...
 ACTIVITY 2
M1 1. Form a group of four members within your LAC, preferably with fellow teachers
in your respective learning area.
M2 2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and
M3a processing will follow each presentation. Suggestions and insights from each
group will be considered in enhancing the learning objectives.
M3b
Repeat the above process but instead of unpacking, each team will now combine at
least two MELCs of their choice. Group deliberation will be observed in order to
M4
arrive at a consensus. Discuss and jot down the synthesis of the presentations in
your Study Notebook.
M5

...
 COLLABORATION WITH
MY GROUPMATES

M1

M2

M3a

M3b UNPACKING COMBINING

M4

M5

...
M1

M2
ACTIVITY 3
M3a
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of
your outputs.
M3b

M4

M5

...
M1

M2

M3a

M3b M o du le 3a
M4

M5

...

< >
M1

M2

M3a

M3b

M4
Module 3a
DESIGNING INSTRUCTION IN THE DIFFERENT
M5 LEARNING DELIVERY MODALITIES

...

< >
 MODULE OBJECTIVE
By the end of this Module, you will be able to:
M1 1. differentiate between the learning delivery modalities prescribed by the LCP and between the different types of
distance learning modalities
2. apply lesson design and assessment considerations for distance learning in light of the COVID-19 crisis
M2 3. create a weekly home learning plan to guide your learners as they do independent study at home
4. create an individual learning monitoring plan to keep track of the progress of learners who lag behind in
completing the prescribed learning tasks
M3a

M3b 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
M4
LAC Session 3A

M5
ESTIMATED TIME REQUIRED
18 to 24 hours

...
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
M1 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. When you are done, check Lesson 1, Activity 1 Answer Key 1
M2 to see how well you did.

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 socioemotional development of learners. It may be conducted in any
M3a available physical learning space.
 
Distance learning refers to a learning delivery modality 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
M3b applicable, by using learning materials that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by
viewing TV lessons or listening to radio-based instruction while being geographically distant from the teacher. The teacher supervises
and monitors the learner’s progress and provides remediation and enhancement when needed and possible. Assistance may be provided
by a learning facilitator who may be a parent or any member of the family, or a community stakeholder.
M4  
Parents/Guardians or any responsible adults who are in-charge of guiding and supporting the learner at home shall be encouraged to come to
the community learning space to confer with the teachers about the learner’s progress.
 
M5

...
 The four types of Distance Learning are:
1. Modular Distance Learning refers to a learning delivery that is in the form of individualized instruction where learners use self-learning
modules (SLMs) in print or digital format, whichever is applicable in the context of the learner, with the guidance of any member of
the family or other stakeholder in the community trained to serve as learning facilitators.
2. Online Distance Learning refers to a learning delivery modality where the teacher facilitates learning and engages learners' active
participation using various technologies connected to the internet while they are geographically remote from each other. The internet is
M1 used to facilitate learner-teacher, learner-content and peer-to-peer interaction. Online learning may be through a synchronous or
asynchronous platform; it requires both teacher and learners to have good and stable internet connection. This is practiced effectively
by using a Learning Management System (LMS) or related technologies. The use of DepEd Commons and LR Portal falls in this
category as both require internet connectivity to have access.
M2 3. TV-based instruction/Radio-based instruction refers to the use of television or radio programs on channels or stations dedicated to providing
learning content to learners as a form of distance education. This may not be considered as a sole learning delivery modality as it is
usually combined with Face-to-Face Learning or other forms of distance learning such as Modular Distance Learning or Online
Distance Learning.
4. Blended Distance Learning: Any combination of the above DL types. Thus:
M3a  
 MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
M3b  ODL, TVBI/RBI and MDL
 
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
M4 (4) F2F and any combination of the other types of distance learning.
  
Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access to formal education while staying in
an out-of-school environment, with parents, guardians, or tutors as authorized facilitators instead of classroom teachers. This does not
M5 preclude going to a school on specific periods to develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

...
M1 Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it
M2 against Lesson 1, Activity 1, Answer Key 2.
The LDMs that do not have an F2F learning component are the following:
M3a
a. Distance learning
b. Home schooling if done via distance learning
M3b
Both of the above mentioned LDMs require to have the assistance of the parents or guardians of the
child or any member of the family who has the capacity and ability to do the guidance while the child
M4 is at home.

M5

...
 ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for
Distance Learning. As you go through the readings, complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to come to a shared understanding with your peers
M1 on the different DL modalities and their defining features and requirements.

DISTANCE LEARNING MATRIX

M2 Distance Learning Distinguishing Feature Essential Resources Role of Teacher Role of Parent or Household Role of School
Modality Member
Modular Distance Learning Use self-learning modules Printed or digital format SLMs Orients the parents and Facilitator The school orients the
(MDL) (SLMs) in print or digital format   learners about the modular   teachers, parents and
through individualized learners about the modular
Textbooks and learning learning policies and directions Supervise and monitor the child
M3a instruction
materials to ensure that everyone is as he/she is doing the activities
learning policies and
directions to ensure that
 
  properly informed and guided. in the modules correctly at everyone is properly informed
The SLMs in digital form such   home. and guided.
as electronic copy (e-copy) and Must have the initiative to    
PDF stored on a CD/DVD/USB contact or have a contact to Reports to the teacher his/her
M3b flash drive/pen drive, or his/her pupil and their parents observation to his/her child’s
 The school must provide a
complete and appropriate
courseware to be uploaded in as well. learnings. content (Learning
the DepEd portal     Modules/Self-Learning
Prepares the necessary   Modules in print and e-copy
documents in the learning kit   for those with device) for
M4 such as Weekly Learning Plan,  
Quarter 1 available for
distribution to learners.
Class program, Modules,
Provide the available and
Activity Sheets etc. needed in
complete set of SLMs in
Modular Distance Learning.
printed and digital form
 

M5 Monitors if there is a need for

interventions or supplemental
activities depending on the
parent’s initiative to observe
his/her child’s performance

...
 Online Distance Learning (ODL) May be through a synchronous or Stable internet connection, Facilitates learning and engages Guide their children during their The school orients the teachers,
asynchronous platform using platforms for online learning such learners' active participation using online learning and in doing the parents and learners about the
various technologies connected to as use of DepEd Common and various technologies online learning policies and
activities.
the internet Learning portal   directions to ensure that
Orients the parents and the child   everyone is properly informed
   
about the online learning policies Parents, guardians or responsible and guided.
and directions so that everybody is adults at home supervise and  
informed and guided. monitor the screen time of the  The school will provide
  learners technology knowledge
M1  
 
enhancement program wherein
regular trainings or seminars are
  given to teachers, students, and
parents to make them embrace
the technology.
 
Provide source of free internet
M2  
The school has an educational
platform or Learning Management
System (LMS), either
subscription-based or locally
developed.

M3a  
 The school must provide a
technical expertise to run and
support the educational platform
24/7.

 The school must provide an

M3b email facility or domain name for
all teachers and users

 The school must provide a

helpdesk personnel working
under the platform managers

M4 whose main task will be to

directly answer usage queries of
both teachers and students.
 
 The school must provide
complete and appropriate content
for Quarter 1 in the platform.
M5

...
 TV-Based Instruction Use of television Television Station Update and assist the Ensure children access Orient the teachers,
(TVBI) programs Channels; tv appliance; learners on its to television. parents and learners
  activity sheets flow/timeslot.   about the television
  Supervise and monitor instruction policies and
Provide complete and the progress of their directions to ensure
appropriate context. children as well as that everyone is
M1 (Learning Modules) in provide guidance to their properly informed and
video form. children. guided.
 
Supervise and monitors
the progress of their  The school must
secure a MOA/MOU
M2 children's learning as
well as provide guidance with a Television
to their children. Network or Radio
  Station for the needed
  airtime/slot.
 
M3a  The school must
provide complete and
appropriate content
(Learning Modules/Self-
M3b Learning Modules in
video format and radio-
based lesson
format/radio script as
well as in print/e-copy)
for Quarter 1.
M4  
 The school must
ensure available
reference/supplementar
y materials for
M5 distribution to the
learners.
 

...
 Radio-Based Use of radio Radio Programs on Facilitate learning Ensure children’s Orient the
Instruction (RBI) programs on station Stations; radio; through the allotted access to radio. teachers, parents
dedicated to activity sheets airtime/slot in the Supervise and and learners about
providing learning radio station monitor the progress the Radio Based
context to learners. of learners. Instruction policies
M1 and directions to
ensure that
everyone is
properly informed
M2 and guided.

M3a Blended Distance Any combination of Self-Learning Prepares the Self- Serve as learning Provide completed
Learning the different Modules (SLMs) in Learning Modules Facilitator. set of SLMs in
distance learning print or digital. (SLMs) printed or   print or digital as
M3b types. Various digital. Supervise and well as textbooks,
technologies   monitor the progress Learners Materials
connected to the Monitors the of their children. (LMs) and
internet learners progress   supplementary
M4 Internet Connectivity   materials.
Deped Commons Facilitates learning
 
M5
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force (IATF)
and by the local government unit (LGU) concerned, any of the DL modalities may be combined with F2F
...
learning to come up with a BL. Learn more about BL in the Supplementary Handout on Blended Learning
Delivery Modalities.
 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
M1 ranking of each. Replicate the following table and write your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

M2
Ranking
(1 to 5, from easiest to Type of DL Why?
M3a hardest to implement)

Most of the families living in our school area have a TV in their houses. It is most convenient for them to
have this DL however there must be a readily made available TV Programs in which learners may use a
1 TVBI basis in learning things. For those learners who do not have the TV, they can still have the access through
M3b watching in their neighborhood’s appliance.

Most of the parents of the learners have their own cellular phones with built in radio which will be used
also in learning however, there must be a readily available Radio Station or programs which will be used
2 RBI by the learners to learn things. For those learners who do not have the Radio, they can still have the
M4 access through listening in their neighborhood’s appliance.

With printed modules, learners can learn at home with the guidance of any family members and the
teacher can monitor the learner’s progress and development through various Activity Sheets answered
3 MDL
M5 right after every lesson. There is no need for the child to come to school in order for him/her to learn.

These can be possible if all learners may have the gadget, the connection and the money to satisfy the
4 ODL requirement of this DL but in our case, not all have those mentioned considerations.
... With the combination of the different modalities, it will be easier to teach and assess the learner’s status
5 BL but the health and safety of the learners will suffer. As well with the teacher.
 ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning during the COVID-19
crisis. Think about groups of learners in your School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are some examples which may be relevant to
your context. Add others as appropriate. Write down your answers in your Study Notebook and share your ideas at your next LAC
M1 Session.

Learner Group Targeted Intervention

Learners without parents or household member who can guide and support Ask assistance to some nearby neighborhood who is willing to assist the child or if
M2 their learning at home still no one volunteers, the teacher may now extend himself/herself to act as the
facilitator to the child.

Beginning readers (K to 3) With the use of the different communication platform, the teacher can
communicate with the child to help him/her to learn how to read. It can be through
M3a cellular phones via text or call, video calls or recorders. Reading may be enhance
also by sending hardcopies or softcopies of pictures, sounds of the alphabet,
flashcards and other reading materials to the parents or guardians of the child with
the teacher’s guidance as well.

M3b
Struggling readers (Grades 4-12) Can advise the parents to ask assistance to people within their barangay to help
the child or the teacher himself/herself can assist the child via different
communication platforms available. For these learners, peer assistance is
M4 recommended. Reading materials may also be used to solve the problem.

No access to devices and Internet Printed modules and Activity Sheets must be provided together with the assistance
of the parents or guardian and the teacher as well for the child not to be left
M5 behind.

Inaccessible (living in remote and/or unsafe areas) Seek the maximum assistance and participation of LGU’s

Indigenous Peoples Coordinate with mobile volunteer teachers

... Persons with Disabilities Support advocacies of SPED Teachers
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1
M1 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?

M2
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, and deciding on the pacing and allocation of instructional time” (Virginia Department of
M3a Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are fundamental to
ensuring the delivery of quality teaching and learning in schools. In order for the design to be effective, teachers
need to consider the learners’ characteristics and be responsive to the needs of the learners.
M3b

M4 2. Why is lesson designing important?

Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
M5 ● 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
● learners successfully reach the set learning goals
M1

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

M2
● Clearly articulated lesson objectives (What should be taught?)
M3a ● Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information
M3b
and feedback for both teachers and learners (How should learning be assessed?)

M4

M5

...
 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.
M1
Before the Lesson Lesson Proper After the Lesson
1. Review previous lesson 1. Explain model demonstrate, and 1. Wrap up activities
M2 illustrate the concept ideas, skills, or  
2. Clarify concepts from previous processes that students will eventually 2. Emphasize key information and
lesson internalize. concepts discussed.
M3a  
2. Helps learners understand and 3. Ask learners to recall key activities and
3. Present warm-up activities to
master new information. concept discussed.
establish interest in new lesson.
 
M3b 4. Reinforce what teacher has taught
4. Check learner’s prior knowledge 3. Provide learners with feedback.
Assess whether lesson has been
about the new lesson mastered.
M4 4. Check for learners understanding  
5. Present connection between old 5. Transfer ideas and concepts to new
and new lesson and establish situation.
purpose for new lesson
M5
6. State lesson objectives as guide
for learners.
...
 Refer to the list of learning tasks below, and identify which section of the lesson
these learning activities can be presented by placing each task under the
M1 appropriate column

LIST OF LEARNING TASKS

M2 1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
M3a 4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
M3b
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
M4 eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
M5 13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
... 16. Check learner’s prior knowledge about the new lesson
 ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should
M1 take time to reflect on what worked well and why, and what could have been done differently. Identifying
successful and less successful activities and strategies would make it easier to adjust and revise the lesson plan
as needed.
M2
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
M3a

M3b Components of the DLL/DLP

I. Objectives
M4 II. Content
III. Learning Materials and Resources
IV. Procedures
M5 V. Remarks
VI. Reflection

...
 ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following table.
M1 Then choose one lesson from a Self Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through
DL. In the second column, identify which of these tasks are already present in the SLM. In the third column,
identify which has to be presented via technology-mediated resources, supplementary learning materials, or other
M2 means.

M3a Learning Delivery Modality (select one): ODL

Grade Level and Learning Area: Grade 10 - Mathematics
Lesson/Topic: Permutation
M3b
Learning Objectives:
• Define Permutation
M4 • Understand permutation
• Solve problems involving permutation
Learning Resources/Materials Needed:
M5
• Laptop/Smartphone with microphone and camera
• Powerpoint presentation
...
 Additional Remarks: (ex.
can be done via voice
M1 calls, can be facilitated by
a household partner,
Check if already can be done via a learning
 Part of Lesson / Learning Tasks present in the activity sheet, can be
presented via an internet-
M2 SLM
based resource, can
be facilitated during a
synchronous learning
session, etc.)
M3a
Before the Lesson    
M3b
1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish /
M4 interest in new lesson  Facilitated during a
4. Check learner’s prior knowledge about the new / synchronous learning
lesson session
5. Present connection between old and new lesson and /
M5 establish purpose for new lesson
6. State lesson objectives as guide for learners / 

...
 Lesson Proper    

M1 1. Explain, model, demonstrate, and illustrate the  /

concepts, ideas, skills, or processes that students
will eventually internalize
2. Help learners understand and master new  Facilitated during a
M2 information / synchronous learning session
3. Provide learners with feedback /  
4. Check for learners’ understanding /
M3a
After the Lesson    

M3b  /
1. Wrap up activities
2. Emphasize key information and concepts /
discussed
3. Ask learners to recall key activities and /
M4 concepts discussed   Facilitated during a
4. Reinforce what teacher has taught synchronous learning session
/
5. Assess whether lesson has been mastered
M5 6. Transfer ideas and concepts to new
situations /
/

...
M1

M2
“This is a quote. Words full of
M3a wisdom that someone important said
and can make the reader get
M3b
inspired.”
M4

– Someone Famous
M5

...

< >
M1

M2
“This is a quote. Words full of
M3a wisdom that someone important said
and can make the reader get
M3b
inspired.”
M4

– Someone Famous
M5

...

< >
 MODULE OBJECTIVE
M1 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.
M2

M3a MODULE CONTENT

Lesson 1: Course Overview
M3b Lesson 2: Organizing your Learning Action Cell (LAC) LAC Session 1

M4
ESTIMATED TIME REQUIRED
4 hours
M5

...
 What To Bring Tomorrow Morning
Mon

Tue

Wed Do you know what helps you

make your point clear? Lists!
Homework
Thu
And the most important thing:
the audience won’t miss the Erlenmeyer
Fri point of your presentation.
Lunch
Wknd
Watercolours

...

< >
Contents Of This Template
Here’s what you’ll find in this Slidesgo template:

1. A slide structure based on a Multi-Education Template, which you can easily adapt to your needs. For more info on how to edit the
template, please visit Slidesgo School or read our FAQs.
2. An assortment of pictures/illustrations that are suitable for use in the presentation can be found in the alternative resources slide.
3. A thanks slide, which you must keep so that proper credits for our design are given.
4. A resources slide, where you’ll find links to all the elements used in the template.
5. Instructions for use.
6. Final slides with:
● The fonts and colors used in the template.
● A selection of illustrations. You can also customize and animate them as you wish with the online editor. Visit
Stories by Freepik to find more.
● More infographic resources, whose size and color can be edited.
● Sets of customizable icons of the following themes: general, business, avatar, creative process, education, help & support,
medical, nature, performing arts, SEO & marketing, and teamwork.

You can delete this slide when you’re done editing the presentation.

< >
Mon

Tue

Wed

Thu
Tuesday
Fri

Wknd

...

< >
 Assignments for Tomorrow
Mon

Tue

Wed
History Math
Thu
Mercury is the closest Venus has a beautiful name
planet to the Sun and the and is the second planet
Fri
smallest one in the Solar from the Sun
System
Wknd

...

< >
 My Favourite Classes
Mon

Tue
It’s a gas giant and the biggest
English planet in our System

Wed

Despite being red, Mars is a cold

Thu Science place, not hot. It has iron

Fri
Yes, this is the ringed one. It’s a gas
Wknd
P. E. giant, made of helium

...

< >
A Picture Is
Worth A
Thousand
Words

< >
Mon

Tue

Wed

Thu We dne s d ay
Fri

Wknd

...

< >
Mon

Tue

Wed
Awesome
Thu

Fri
Words
Are great for catching attention
Wknd

...

< >
 My Semester’s Habit Tracker
Mon

40
Tue

Wed 30

Thu 20
To modify
Fri this graph,
10
follow the
link, edit it,
Wknd & replace it
0

... Studying Reading Punctuality Homework

< >
 Homework To Do
Mon

Tue

Wed
Geometry French Photography
Mercury is the closest Venus has a beautiful Mars is a cold place,
planet name not hot
Thu

Fri

Wknd
Writing Computing Spanish
Jupiter is the biggest Saturn is the ringed Neptune is the
... planet one farthest planet

< >
 My Awards
Mon
Neptune is the farthest Mars is a cold place, not
planet hot
Tue

Wed

Thu Mercury is the closest Venus has a beautiful

planet name
Fri

Wknd

...

< >
Mon

Tue

Wed

Thu
Thursday
Fri

Wknd

...

< >
 Timetable
Mon

Mon Tue Wed Thu Fri

Tue
8:00 Spanish
Wed
9:00 Math Break Math
Thu
10:00
Science History
Fri 11:00 Break Science Break

Wknd 12:00 Art

Art
13:00 History Spanish
...

< >
 Countries I’ve Learned In Geography
Mon

Tue

Wed

Mexico Nepal
Thu
Bolivia Zambia
Fri
Chile Tasmania

Wknd

...

< >
 This Week’s Goals
Mon

Tue
Despite being red, Earth is the only
Mars is a cold planet that has life
Wed
place

Thu
Goal 1 Goal 2 Goal 3 Goal 4
Fri

It’s a gas giant Yes, this is the

Wknd and the biggest ringed one. It’s a
planet gas giant
...

< >
Mon

Tue

Wed

Thu Friday
Fri

Wknd

...

< >
Mon

Tue

24,051,821
Wed

Thu

Fri

Wknd Finished tasks since starting High School

...

< >
Mon
24,051,821,091.97
Hours studying in the library
Tue

Wed

Thu
872 tasks
Unfinished tasks since the start of High School

Fri

Wknd
6,011,998.93 Km
... Kilometers traveled from home to the school

< >
 Semester Overview
Mon

Mercury
Tue
Venus
25%
Wed Mars
35%
Jupiter
Thu

13%
Fri To modify this graph,
follow the link, edit it, and
replace it 27%
Wknd

...

< >
 Study Schedule
Mon

Tue Mon Tue Wed Thu Fri

15:00 Math History English Spanish Science

Wed
16:00 Science Spanish Math Art History

Thu
17:00 Art Science History Math Spanish

Fri 18:00 English Math Spanish English Art

19:00 Spanish Art Science History Math

Wknd
20:00 History English Art Science English

...

< >
Mon

Tue

Wed

Thu
Weekend
Fri

Wknd

...

< >
 My Best Grades
Mon

Tue

Wed 85% 73% 98%

Thu

Fri

History Spanish Math

Wknd Mercury is the Despite being Venus has a very
closest planet to red, Mars is a beautiful name in
... the Sun cold place it

< >
< >
 To-Do List
Mon

Tue Wake up early Bring map

Wed Do breakfast Practice P. E.

Thu
Talk to Mr. Tim Buy materials
Fri
Play with Jack Enjoy school
Wknd

Set up bag Talk with Aisa

...

< >
 My Favourite Teachers
Mon

Here you can

Tue describe your team
member
Wed
Mr. Andrew
Thu

Fri

Mrs. Anne Miss Amy

Wknd Here you can Here you can
describe your team describe your team
... member member

< >
Mon

Does anyone have any questions?

Tue
[email protected]+91 620
421 838
Wed
yourcompany.com

Thu Thanks!
Fri CREDITS: This presentation template was
created by Slidesgo, including icons from
Flaticon, and infographics & images by
Freepik.
Wknd Please keep this slide as attribution.

...

< >
 Alternative Resources
Mon

Tue

Wed

Thu

Fri

Wknd

...

< >
 Alternative Resources
Mon

Tue

Wed

Thu

Fri

Wknd

...

< >
 Alternative Resources
Mon
Vectors:

Tue ● Colorful agenda chart infographic

● Funny lol stickers collection
● Hand drawn washi tape collection
● Hand drawn washi tape collection 2
Wed
Icons:
Thu
● Back to School Icon Pack

Fri Pictures:

● Father and daughter doing homework

● Father being a tutor for her daughter and teaching her
Wknd ● Portrait of the teacher holding a webinar
● Crop hand of man chalking graph on blackboard
● Aged math teacher writing on chalkboard
...

< >
 Resources
Mon
Did you like this presentation? Here are the resources we Icons:
used:
Tue ● Back to School Icon Pack
Vectors: ● Social Media Icon Pack

Wed ● Back to school card template Pictures:

● Smiley boy illustrated with back to school message
● Planner scrapbook set ● Tutor and girl at home talking
● Flat back to school banners ● Medium shot teacher taking notes during class
Thu ● Hand drawn back to school banners ● High angle smiley teacher
● Funny lol stickers collection ● Smiling math teacher greeting auditorium
● Stickers flat design school timetable ● Multiethnic couple of teenage students studying at camp
Fri ● Funny lol stickers us
● Hand drawn washi tape collection ● Young girl walking near sportsground
● Hand drawn washi tape collection 2
● Hand drawn washi tape collection 3
Wknd

...

< >
 Instructions for use (free users)
In order to use this template, you must credit Slidesgo by keeping the Thanks slide.

You are allowed to:

● Modify this template.
● Use it for both personal and commercial purposes.

You are not allowed to:

● Sublicense, sell or rent any of Slidesgo Content (or a modified version of Slidesgo Content).
● Distribute this Slidesgo Template (or a modified version of this Slidesgo Template) or include it in a database or in
any other product or service that offers downloadable images, icons or presentations that may be subject to
distribution or resale.
● Use any of the elements that are part of this Slidesgo Template in an isolated and separated way from this
Template.
● Delete the “Thanks” or “Credits” slide.
● Register any of the elements that are part of this template as a trademark or logo, or register it as a work in an
intellectual property registry or similar.

For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
 Instructions for use (premium users)
In order to use this template, you must be a Premium user on Slidesgo.

You are allowed to:

● Modify this template.
● Use it for both personal and commercial purposes.
● Hide or delete the “Thanks” slide and the mention to Slidesgo in the credits.
● Share this template in an editable format with people who are not part of your team.

You are not allowed to:

● Sublicense, sell or rent this Slidesgo Template (or a modified version of this Slidesgo Template).
● Distribute this Slidesgo Template (or a modified version of this Slidesgo Template) or include it in a database or in
any other product or service that offers downloadable images, icons or presentations that may be subject to
distribution or resale.
● Use any of the elements that are part of this Slidesgo Template in an isolated and separated way from this
Template.
● Register any of the elements that are part of this template as a trademark or logo, or register it as a work in an
intellectual property registry or similar.

For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
 Fonts & colors used
This presentation has been made using the following fonts:

Capriola
(https://fonts.google.com/specimen/Capriola)

Poppins
(https://fonts.google.com/specimen/Poppins)

#503e88 #94b4f0 #fabba8 #ff7151 #ff5551 #ffc305 #fcd472

 Stories by Freepik
Create your Story with our illustrated concepts. Choose the style you like the most, edit its colors, pick
the background and layers you want to show and bring them to life with the animator panel! It will boost
your presentation. Check out How it Works.

Pana Amico Bro Rafiki Cuate

 Use our editable graphic resources...
You can easily resize these resources without losing quality. To change the color, just ungroup the resource
and click on the object you want to change. Then, click on the paint bucket and select the color you want.
Group the resource again when you’re done. You can also look for more infographics on Slidesgo.
 JANUARY FEBRUARY MARCH APRIL MAY JUNE

PHASE 1

Task 1

Task 2

PHASE 2

Task 1

Task 2

JANUARY FEBRUARY MARCH APRIL

PHASE
1

Task 1

Task 2
 ...and our sets of editable icons
You can resize these icons, keeping the quality.
You can change the stroke and fill color; just select the icon and click on the paint bucket/pen.
In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons.
Educational Icons Medical Icons
Business Icons Teamwork Icons
Help & Support Icons Avatar Icons
Creative Process Icons Performing Arts Icons
Nature Icons
SEO & Marketing Icons