TLE ICT Ldm2 portfolio

LDM 2 Portfolio Leonel V. Rivas - Teacher-III Page | 1

Table of Contents
Contents Page
Table of Contents ......................................................................................................................................2
Module 1: Course Overview ................................................................................................................. 3
Lesson 1: Course Overview....................................................................................................................... 4
Lesson 2: Organizing Learning Action Cell (LAC)....................................................................................... 7
Learning Action Cell (LAC) Session 1..................................................................................... 14
Module 2: Most Essential Learning Competencies (MELCs)....................................................................... 15
Lesson 1: Background, Rationale, and Development of MELCs.............................................................. 16
Lesson 2: Unpacking and Combining MELCs into Learning Objectives................................................... 23
Module 3A: Designing Instruction in the Different Learniung Delivery Modalities.................................... 30
Lesson 1: Understanding the Different Learning Delivery Modalities.................................................... 31
Lesson 2: Designing Lessons and Assessments in the Different Learning and Delivery Modalities ....... 35
Lesson 3: Guiding and monitoring learners in the Different Learning Delivery Modalities .................. 43
Module 3B: Learning Resources ................................................................................................................. 48
Lesson 1: Learning Maps for Distance Learning...................................................................................... 49
Lesson 2: Accessing Learning Resources from DepEd Portals ................................................................ 51
Lesson 3: Assessing the Learning Resource (LR) Materials.........................Error! Bookmark not defined.
Module 4: Planning for Continuing Professional Development and LAC Planning .................................... 57
Lesson 1: Reflecting on Professional Life and Development.................................................................. 58
Lesson 2: Planning for the Continuing Professional and Development Participation in the LAC........... 61
Module 5: Building the Teaching Portfolio Related to the Implementation of the Modalities.................. 63
Lesson 1: The Teaching Portfolio and Its Contents................................................................................. 64
Lesson 2: the Evaluation Rubric.............................................................................................................. 66

MODULE 1
COURSE OVERVIEW
Module 1: Course Overview
MODULE OBJECTIVE:
Describe the module content and explain the useful assistance for a successful
teaching-learning process in diverse modalities
MODULE CONTENT
Lesson 1
Course Overview
Lesson 2
Organizing your Learning Action Cell (LAC)
LAC Session 1

LESSON 1
COURSE OVERVIEW
Lesson 1: Course Overview
ACTIVITY 1
Learning Delivery Modalities Overview
Activity 1: Learning Delivery Modalities Overview
Directions: 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.
The delivery of this course is an immediate action
implemented by the Department of Education in response to the
urgency brought about by COVID 19 pandemic, where teachers and
other educators will be able to adapt in the new season towards the
successful delivery of quality education to learners in this new
normal settings by using Self Learning Modules prepared by selected
teachers which are designed for self-study.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
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.
This course helps us a lot in ensuring that learning continues
through quality instruction for it helps teachers prepared for distant
learning in this new normal situation. It helps teachers to gain
knowledge, skills and mindset that are necessary in this new
teaching and learning way

3. What are the two support 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:
1. My prior knowledge gains from the webinars/trainings I
attended that are all connected to this course.
2. 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
3. Attend and participate in webinars sponsored by DepEd and
other private institutions.
4. Constant communication with co-teachers and consultation
with subject group head and immediate superiors for some
updates on the said course
ACTIVITY 2
HOME Analysis
Direction: 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?
My eagerness to learn in this course will help me apply and adapt the new
normal education, thus helping in achieving a successful education for our
learners.
Through coaching and mentoring and active participation in group
discussions, a positive outlook in life will be developed regarding new
normal education system.
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
(What is it that I
repeatedly do that
may affect my
participation in
the course in a
positive or
negative way?)
OBSTACLES
(What will prevent me
from participating fully in
this course?)
MOTIVATION
What will push
me to participate
in this course?)
ENVIRONMENT
(Where will I
accomplish the
requirements of this
course? Describe
this environment.)
• I always seek
a companion/
• Internet connection • My learners
are my major
• I prefer it to be
in the school

colleague to
help me if I
can’t
understand or
cannot do the
assigned task.
• I take down
notes from
time to time
during the
discussion
• I always study
the lessons
given to me
ahead of time
and more
than willing to
search for
answers and
solutions to
problems that
may occur
along the way.
This for me is
somehow
positive that
may result to
providing
better
outputs.
• annoyance of viral
communication due to
face-to-face LAC
session.
• Distractions coming
from the noise outside
• Overlapping of
activities.
• The on-going
preparations for the
opening of classes, the
queries from parents
through phone
calls/SMS/messenger,
and other tasks being
given simultaneously
from different offices.
Not to mention the
difficulty in internet
connection since our
LAC sessions may be
conducted virtually.
reason to
participate
this course to
reach them
out using
alternative
modes of
teaching.
• My primary
motivation
has always
been the
learners.
Seeing them
confined in
their homes
and learning
less to
nothing
makes me
bothered.
Amidst this
pandemic, I
guess the
least we can
do is to
provide them
with the best
resources we
can give them
in order for
them continue
their dreams
of becoming
someone
useful and
efficient
someday.
where my
colleagues and
superiors are
always there to
guide us in
accomplishing
this course.
• Since we are
doing the LAC
sessions
virtually, I will
have to
accomplish the
requirements of
this course from
my home. Rest
assured that I
keep constant
communication
with my
colleagues in
getting their
insights and
support for
better
understanding
of this course.

LESSON 2
ORGANIZING LEARNING ACTION CELL (LAC)
Lesson 2: Organizing Learning Action Cell (LAC)
ACTIVITY 1
Conducting LAC Session
Direction: 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.
Direction: 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
beneficial to all parties concerned especially in these trying times.
3. table 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.

ACTIVITY 2
The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional
Development Strategy for the Improvement
of Teaching and Learning
Note: According to DO 35, s. 2016, a LAC should have no less than 2 but not more
than 15 members each. Get in touch with your designated Coach or LAC
Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC
Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss the preferred
LAC composition with your assigned Instructional Coach (this
will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader
assigned thereto from among the following school members:
✓ Head Teacher/Department Head
✓ Identified teacher T3
✓ Other senior teachers who have proven competence,
potential to lead, or subject expertise to lead the LAC
• Teacher LACs can connect with their Instructional Coach
through the LAC Leader.
4. This Instructional Coach will also be handling multiple LACs
through a network of LAC Leaders.

ACTIVITY 3
Accomplish LAC Forms
Direction: List down the members of your LAC and their respective roles in your
Study Notebook.
FORM 1
LAC PROFILE
(This form should be accomplished by the LAC Facilitator and its members at the
first LAC session)
LAC Title:
Learning Delivery Modality: Course Overview and Organizing
Learning Action Cell
LAC Number: # of LAC Participants: 12
LAC Facilitator:
LEIZL T.
ADVINCULA
Designation: TIC-Danao Ext.
Position: TEACHER III
LEARNING ACTION CELL PARTICIPANTS
NAME Sex
Designation
/Position
Contact Details
(email, mobile number)
Preferred
Contact Mode
(email, phone,
skype, zoom,
google meet,
Viber, Fb)
1. Clarissa B.
Ramos
F T-1
clargan25@gmail.com
09124385829
Mobile Phone
FB Messenger
2. Rosvelle M.
Negru
F T-1
xianerwin@yahoo.com
09465269106
Mobile Phone
FB Messenger
3. Roberto O.
Jerusalem
M T-2
jerusalem.bert@gmail.com
09771085600
Mobile Phone
FB Messenger
4. Leonel V.
Rivas
M T-3
leonel.rivas@deped.gov.ph
09465386926
e-Mail
5. Christine
Joy R.
Lumpas
F T-1
cjlumpas13@gmail.com
09053501109
Mobile Phone
e-Mail
6. Krischelle D.
Jadulco
F T-2
kriskringle_2003@yahoo.com
09269424501
Mobile Phone
FB Messenger
7. Antonio D.
Tiozon
M T-3
antonio.tiozon@deped.gov.ph
09207342484
Mobile Phone
FB Messenger
8. May Ann A.
Galvez
F T-3
abelgosmayann@gmail.com
09663645026
Mobile Phone
FB Messenger
9. Oscar Jan A.
Jaro
M T-1
nickjan@yahoo.com.ph
09161591934
Mobile Phone
FB Messenger
10.Evelyn E.
Malaki
F T-1
evelyn.elmido001@deped.gov.ph
09260712493
Mobile Phone
FB Messenger
11.Leizl T.
Advincula
F T-3
leizl.advincula001@deped.gov.ph
09172033284
Mobile Phone
FB Messenger
12. Jean C. Ala F MT-1
jeancruzala2012@gmail.com
09959203750
Mobile Phone
FB Messenger

FORM 2
LAC Facilitator Information Sheet
(This form should be accomplished by the designated LAC Facilitator on or before
the first LAC session)
NAME: LEIZL T. ADVINCULA
Date of
Birth:
May 26, 1984 Age: 36 Sex: Female
Contact
Details:
Email: leizltadvincula@yahoo.com
Mobile
#:
09172033284
Facebook
Name:
LIMA ALPHA
Preferred Contact
Mode:
Mobile Phone: 09172033284
Facebook: LIMA ALPHA
Yahoo mail: leizltadvincula@yahoo.com
DepEd ID: leizl.advincula001@deped.gov.ph

FORM 3
LAC Facilitator Information Sheet
This form should be accomplished by the LAC Facilitator at the end of every LAC
session
LAC FACILITATOR: LEIZL T. ADVINCULA
LAC ID:
MELC-Based Development of Weekly formative Test
Items with TOS
LAC SESSION NO.:
Date and time
of session:
Venue/ Platform of
Session:
MacArthur National High School
TLE Department
(Number of Members Present (attach attendance document):
MATERIALS AND RESOURCES:
 Self-learning Module  Activity Sheet
 Digital Resources  Online Resources
 Smartphone/Android Phone  Personal Computer
 LAC Session guide  Workshop Templates
☐ Slide Deck
☐ others. Please specify:
________________________________________________________________________
Part A. (Please indicate the extent to which you agree with each of the following
statements by ticking the appropriate box)
SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
SD D N A SA
Comments/
Remarks (e.g., if you
disagree or strongly
disagree, please indicate
your reason.)
MEMBER PARTICIPATION
1. All of the members came prepared
for the LAC session ☐ ☐ ☐  ☐
2. All of the members had an
opportunity to share and discuss
their assignment, insights, and
ideas.
☐ ☐ ☐ ☐ 
3. Members listened to each other’s
insights and ideas ☐ ☐ ☐ ☐ 

4. The members’ assignments
showed an understanding of the
lessons in the SLM.
☐ ☐ ☐ ☐ 
5. The members demonstrated
engagement in and/or
enthusiasm for the learning tasks
during the session (including
providing feedback on each other’s
assignment).
☐ ☐ ☐ ☐ 
FACILITATION
6. I managed the sharing and
discussion during the LAC session
by keeping the discussion focused
on the lesson or topic.
☐ ☐ ☐ ☐ 
7. I encouraged all the members to
actively participate in the LAC
session (i.e., for the teachers to
share their work and
ideas/insights).
☐ ☐ ☐ ☐ 
8. I provided useful feedback on the
teacher’s assignment. ☐ ☐ ☐  ☐
PART B. (Please provide the information requested)
1. The best part of the session (i.e. what went well):
• The participants worked the given task provided in the LAC
in a form of workshop.
2. Problems or challenges encountered and how they were resolved:
• Computer literacy hinders the pacing of the LAC specially in
submitting reports.
3. Other topics discussed apart from the recommended topics, if
any:
• None
4. Recommendations/Plans for next LAC session:
• Table of Specification (TOS) and Test construction.
• Making Video Lesson in EsP to support blended learning in
this new normal situation.

FORM 4
LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of LAC session
Name of Member: LEONEL V. RIVAS
Date of LAC
Session:
Lac session ID.: LAC Session # :
Part A. (Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box)
SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
SD D N A SA
Comments/
Remarks (e.g., if you
disagree or strongly
disagree, please indicate
the reason.)
THE LAC SESSION
1. I learned a lot from my colleagues
in this LAC session. ☐ ☐ ☐ ☐ 
2. The LAC session deepened my
understanding of the SLM
content.
☐ ☐ ☐ ☐ 
3. My perspective on the topic/s
covered has changed as a result
of the LAC session.
☐ ☐ ☐ ☐ 
4. I participated actively in the LAC
session by sharing my
assignment and insights, asking
questions, and giving feedback on
what colleagues shared.
☐ ☐ ☐ ☐ 
5. I interacted with different people
during the LAC session. ☐ ☐ ☐ ☐ 
ACTION PLAN
6. I feel motivated to apply in my
region/division/district what I
have learned in this lesson.
☐ ☐ ☐ ☐ 
7. I intend to apply what I have
learned from the lesson in my
region/division/district.
☐ ☐ ☐ ☐ 

PART B. (Please provide the information requested)
1. I need further clarification and/or resources on the following
topics:
✓ Blooms taxonomy
2. I encountered the following problems or challenges:
✓ Creating questions fitted on Blooms taxonomy.
3. Other comments/suggestions;
Learning Action Cell (LAC) Session 1

MODULE 2
Most Essential Learning
Competencies (MELCs)
Module 2: Most Essential Learning Competencies (MELCs)
MODULE OBJECTIVE:
Explain the background and development of the MELCs
Unpack the MELCS
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
Lesson 1: Background, Rationale, and Development of MELCs
ACTIVITY 1
COVID-19 pandemic and the K-12 Learning
Competencies Reflection
Direction: 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?
COVID-19 has brought crisis economically and threatens the very
existence of human life globally. It has also 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 agree. 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
Development and Design of the MELCs
Direction: 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
necessary competencies the need to acquire through these MELCs.

ACTIVITY 3
Identifying Retained, Merge, & Dropped Learning
Competencies
Direction: Prepare a copy of your learning area’s original K-12 Curriculum Guide
and corresponding list of MELCs. Go to the sections of the curriculum
guide and MELCs that are relevant to your instructional needs. Copy
and accomplish the following table in your Study Notebook and
compare the two documents to determine which learning competencies
were retained, dropped, or merged.
GRADE 10
TLE ICT 10 – COMPUTER SYSTEM SERVICING (CSS) NC II
K- 12 Learning
Competencies
MELC REMARKS
LO 1. Assemble computer hardware
TLE_IACSS9-12ICCS-Ia-e-28
1.1 Plan unit assembly to ensure
OHS policies and procedures
are followed in accordance with
systems requirements
1.1 Plan unit assembly to ensure OHS
policies and procedures are
followed in accordance with
Retained
1.2 Prepare unit assembly to ensure
OHS policies and procedures
are followed in accordance with
Dropped
1.3 Identify materials necessary to
complete the work in
accordance with established
procedures and check against
system requirements
complete the work in accordance
with established procedures and
check against system requirements
Retained
1.4 Obtain materials necessary to
complete the work in
procedures and check against
system requirements
Dropped
1.5 Obtain tools, equipment and
testing devices needed to carry
out installation work in
procedures and check for
correct operation and safety
Dropped
1.6 Assemble computer hardware in
Retained

procedures and system
requirements
requirements
1.7 Perform BIOS configuration in
accordance with hardware
requirements
requirements
Retained
LO 2. Prepare installer
TLE_IACSS9-12ICCS-If-j-29
2.1 Create portable bootable devices
in accordance with software
manufacturer instruction
2.1 Create portable bootable devices in
accordance with software
Retained
2.2 Prepare customized installers in
accordance with software
utilization guide and end user
agreement
Dropped
2.3 Carry out installation of portable
applications in accordance with
software user guide and
software license
software user guide and software
license
Retained
LO 3. Install operating system and
drivers for peripherals/ devices
TLE_IACSS9-12ICCS-IIa-j-30
3.1 Install Operating System (OS) in
installation procedures and to
comply with end-user
requirements
comply with end-user requirements
Retained
3.2 Install peripherals/ devices in
accordance with manufacturer’s
instructions and/ or OS
installation procedures
Retained
3.3 Configure peripherals/ devices
in accordance with
manufacturer’s instructions
and/ or OS installation
procedures
3.3 Configure peripherals/ devices in
Retained
3.4 Access OS and drivers updates/
patches in accordance with
manufacturer’s
recommendations and
requirements
manufacturer’s recommendations
and requirements
Retained
3.5 Install OS and drivers updates/
manufacturer’s
recommendations and
requirements
and requirements
Retained
3.6 Check the quality of the work
undertaken in accordance with
established procedures
Retained

LO 4. Install application software
TLE_IACSS9-12ICCS-IIIa-e-31
4.1 Install Application Software
based on software installation
guides, end-user requirements
and software license agreement
4.1 Install Application Software based
on software installation guides,
end-user requirements and
software license agreement
Retained
4.2 Carry out variation to
application software in
accordance to customer/ client
requirements
4.2 Carry out variation to application
software in accordance to
customer/ client requirements
Retained
4.3 Access software updates in
recommendations and
requirements
recommendations and
requirements
Retained
4.4 Install software updates in
recommendations and
requirements
recommendations and
requirements
Retained
LO 5. Conduct testing and
documentation
TLE_IACSS9-12ICCS-IIIf-j-32
documentation
5.1 Test devices/ systems and/or
installation to determine
whether it conforms to
requirements
installation to determine whether it
conforms to requirements
Retained
5.2 Conduct stress test to ensure
reliability of equipment in
instructions and system
requirements
requirements
Retained
5.3 Follow 5S and 3Rs according to
environmental policies
Retained
5.4 Follow procedures in forwarding
documentation to appropriate
personnel and/or authority on
the test conducted.
personnel and/or authority on the
test conducted.
Retained
LO 1. Install network cables
TLE_IACSS9-12SUCN-IVa-j-33
LO 1 Install network cables
1.1 Plan cable routes in accordance
with network design and actual
installation site
installation site
Retained
1.2 Determine cable routes in
accordance with network design
and actual installation site
Retained
1.3 Identify necessary network
materials in accordance with
established procedures and
check against system
requirements
established procedures and check
against system requirements
Retained
1.4 Obtain necessary network
Retained

check against system
requirements
1.5 Obtain tools, equipment, and
testing devices in accordance
with established procedures
testing devices in accordance with
Retained
1.6 Check tools, equipment and
testing devices in accordance
with established procedures
Retained
1.7 Follow OHS policies Dropped
1.8 Use appropriate PPE Dropped
1.9 Perform copper cable splicing
based on Electronic Industries
Alliance / Telecommunications
Industry Association (EIA/TIA)
standards
standards
Retained
1.10 Install network cables and
cable raceways in accordance
installation requirements
1.10 Install network cables and cable
raceways in accordance with
Retained
1.11 Perform installation work and
check for unnecessary damage
that has occurred and complies
with requirements
Dropped
1.13 Dispose excess components
and materials based on WEEE
directives and 3Rs waste
management program
Dropped

ACTIVITY 4
Reflections on the Background, Rationale, and
Development of MELCs
Direction: In your LAC Session, discuss and share your answers to Activities 1-3
in this lesson. Discuss any questions about the MELCs that need
clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own, in your Study
Notebook.
1. DepEd made the big move of revising LC’s just to make assure
that the learners will receive quality education despite the
hindrances in the new normal.
2. Is is very important to us teachers to embrace the new learning
modalities to ensure quality transfer of learning competencies.
3. Not all MELCs need to be combined if they are attainable in a
certain period of time.

LESSON 2
UNPACKING AND COMBINING MELCS INTO
LEARNING OBJECTIVES
Lesson 2: Unpacking and Combining MELCs into Learning Objectives
ACTIVITY 1
Importance of Unpacking and Combining MELCs into
Learning Objectives
Direction: 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?
The importance of unpacking and combining the MELCs is to deliver
quality instruction amidst the limited learning modalities and
shortening of the school year. This is to guide teachers to be specific
in a particular topic, specific in objectives to be taken. Likewise, 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.
1. Unpacking
a. Alignment on the content and performance Standards.
✓ The performance standards to be taken should be
anchored to the content of the subject.
✓ It should be attainable and it should be a relevant to life
performances to prepare the learners in the future.
b. Prerequisite knowledge and Skills
✓ It should be specific to general skills. Lets’ start first with
the basic skills and eventually go to the higher thinking
skills.

✓ Know first your learners before making your objectives or
unpacking the MELCs.
c. Logical Sequence of learning objectives
✓ It should be properly organized and unpacking of MELC’s
should be take it into consideration if the objectives are
really relevant and achievable.
2. Combining
a. Commonality of content, topic, or theme
✓ MELCs to be combined should show commonality and
relatedness in content, topic, or theme.
✓ This ensures that essential content and topic will not be
watered down.
b. Alignment with the Content and Performance Standards
✓ Just like in the unpacking of MELCs, combining two or
more should aid in the achievement of the content and
performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
NO. Not all MELCs need to be combined. MELCs that is attainable in
one session needs not to be unpack. Yet some of the MELCs are
repeatedly presenting common topic needs to be combined. Only Broad
MELCs such cognitive domain is about explaining, inferring,
evaluating, creating applying are somehow needs to be unpacked if
there’s a pre requisite information is required.

ACTIVITY 2
Unpacking and Combining MELCs into Learning
Objectives Workshop
1. Form a group of four members within your LAC, preferably with fellow teachers
in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from each
group will be considered in enhancing the learning objectives.
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 arrive
at a consensus. Discuss and jot down the synthesis of the presentations in your Study
Notebook.
Unpacking MELCs
MELCs
Unpacked into Learning
Objective
1.1 Plan unit assembly to ensure OHS policies
and procedures are followed in accordance
with systems requirements
1. Define Occupational Health and safety
procedure (OHS).
2. Enumerate OHS, general safety strategies
and fire safety procedure
3. Follow OHS, general safety strategies and
fire safety procedure
1.3 Identify materials necessary to complete
the work in accordance with established
procedures and check against system
requirements
1. Identify the different types and parts of a
computer
2. Explain hardware component of a computer
accordance with established procedures
and system requirements
1. Enumerate proper procedure in assembling
computer
2. Identify tools (hardware and software)
needed to assemble computer
1.7 Perform BIOS configuration in accordance
with hardware requirements
1. Enumerate procedures in configuring
computer basically
2. Perform / demonstrate setting computer
system properly.
2.1 Create portable bootable devices in
accordance with software manufacturer
instruction
1. Identify essential factors of different boot
devices
2. Create and configure installer using flash
drive or different forms of storage devices
applications in accordance with software
user guide and software license
1. Identify different types of application
software
2. Prepare application software for installation

LO 3. Install operating system and drivers
for peripherals/ devices
accordance with established installation
procedures and to comply with end-user
requirements
1. Differentiate types of operating system (OS)
2. Perform / demonstrate procedures in
installing operating system
3.2 Install peripherals/ devices in accordance
with manufacturer’s instructions and/ or OS
1. Select computer components based on
customer’s needs
2. Identify components best suited for a
particular computing environment
3. Design specific computer subsystems, such
as video or storage subsystem
instructions and/ or OS installation
procedures
1. Identify the computer’s system specification
2. Demonstrate procedures in getting system’s
information
3.4 Access OS and drivers updates/ patches in
recommendations and requirements
1. Enumerate procedure in accessing system
information and device manager
2. Demonstrate procedures in configuring
automatic recommendation of device driver
and windows updates
3.5 Install OS and drivers updates/ patches in
recommendations and requirements
1. Enumerate procedures in installing OS and
driver updates manually and automatically.
2. Demonstrate procedure in installing device
driver update from a third party software.
3.6 Check the quality of the work undertaken
in accordance with established procedures
1. Demonstrate procedures in conducting test
documentation and test installed
software(s).
4.1 Install Application Software based on
software installation guides, end-user
requirements and software license
agreement
1. Enumerate procedures in installing software
2. Demonstrate procedure in installing
Microsoft Office application
4.2 Carry out variation to application software
in accordance to customer/ client
requirements
1. Identify different sources of application
2. Demonstrate procedures in installing
application software from different sources.
4.3 Access software updates in accordance
with manufacturer’s recommendations and
requirements
1. Enumerate procedures in checking software
updates
4.4 Install software updates in accordance with
manufacturer’s recommendations and
requirements
1. Demonstrate procedures in installing
software updates
LO 5. Conduct testing and documentation
5.1 Test devices/ systems and/or installation to
determine whether it conforms to
requirements
1. Differentiate burn-in testing from stress
testing
5.2 Conduct stress test to ensure reliability of
equipment in accordance with
manufacturer’s instructions and system
requirements
1. Demonstrate procedures in conducting
stress test on different devices
1. Identify procedures that follow 5S and 3Rs

documentation to appropriate personnel
and/or authority on the test conducted.
1. Identify procedures in forwarding
documentation
2. Create examples of forwarding
documentation
1.1 Plan cable routes in accordance with
network design and actual installation site
1. Identify the different network topology
2. Enumerate and explain the different types of
network media
1.2 Determine cable routes in accordance with
network design and actual installation site
1. Create a computer shop network layout
1.3 Identify necessary network materials in
and check against system requirements
1. Name the different tools used in networking
and identify its function.
1.4 Obtain necessary network materials in
and check against system requirements
1. Name and explain the different network
materials
1.5 Obtain tools, equipment, and testing
devices in accordance with established
procedures
1. Name and explain the different tools,
equipment and testing devices.
1.6 Check tools, equipment and testing
devices in accordance with established
procedures
1. Identify proper procedure in checking and
maintaining the different tools, equipment
and testing materials
1.9 Perform copper cable splicing based on
Electronic Industries Alliance /
Telecommunications Industry Association
(EIA/TIA) standards
1. Create crossover and straight through
cables
raceways in accordance with established
procedures and installation requirements
1. Install wireless NIC
2. Install wired ethernet card
3. Assign proper IP address
Quarter Content
Standard
Performance
Standard
Combining MELCs
Lesson 8: INSTALLING AND CONFIGURING COMPUTER SYSTEMS (ICCS)
1 The learners
demonstrate an
understanding of
concepts and
principles in installing
configuring computer
systems
The learners
shall be able to
install and
configure
computer
systems based on
established
procedures and
system
requirements
1.1 Plan unit assembly to ensure OHS
policies and procedures are
followed in accordance with
complete the work in accordance
check against system requirements
requirements
requirements

1 The learners
demonstrate an
understanding of
concepts and
systems
The learners
shall be able to
install and
configure computer
systems based on
established
procedures and
system
requirements
2.1 Create portable bootable devices
in accordance with software
software user guide and software
license
2 The learners
demonstrate an
understanding of
concepts and
systems
The learners
shall be able to
install and
configure computer
systems based on
established
procedures and
system
requirements
comply with end-user requirements
procedures
procedures
and requirements
and requirements
3 The learners
demonstrate an
understanding of
concepts and
principles in setting
up computer servers
The learners
shall be able to set
up computer
servers based on
acceptable
standards and
hardware
4.1 Install Application Software based
on software installation guides,
end-user requirements and
software license agreement
4.2 Carry out variation to application
software in accordance to
customer/ client requirements
recommendations and
requirements
recommendations and
requirements

3 The learners
demonstrate an
understanding of
concepts and
up computer servers
The learners
up computer
servers based on
acceptable
standards and
hardware
documentation
installation to determine whether it
conforms to requirements
requirements
personnel and/or authority on the
test conducted.
4 The learners
demonstrate an
understanding of
concepts and
up computer servers
The learners
up computer
servers based on
acceptable
standards and
hardware
installation site
standards
raceways in accordance with

MODULE 3A
Designing Instruction in
the Different Learning
Delivery Modalities
Module 3A: Designing Instruction in the Different Learniung Delivery Modalities
MODULE OBJECTIVE:
Differentiate between t2he learning delivery modalities prescribed by the LCP and between t he different
types of distance learning modalities;
Ap2plyy lesso7n design and assessment considerations for distance learning in light of the COVID-19 crisis;
Create a weekly home learning plan to guide your learners as they do independent study at home; and
Create an individual learning monitoring plan to keep track of the progress of learners who lag behind
in completing the prescrived 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 Different LDMs
LAC Session 3

LESSON 1
UNDERSTANDING THE DIFFERENT LDMS
Lesson 1: Understanding the Different Learning Delivery Modalities
ACTIVITY 1
Different Learning Delivery Modalities
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 Face-to-Face learning component? Write down
your answer in your Study Notebook
✓ Distance learning and home schooling do not have face-to-face learning
component.

ACTIVITY 2
Distance Learning Matrix
Direction: 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 on the different DL modalities and their
defining features and requirements.
Note: 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.
DISTANCE LEARNING MATRIX
Distance
Learning
Modality
Distinguishing
Feature
Essential
Resources
Role of
Teacher
Role of
Parent or
Household
Member
Role of
School
Modular
Distance
Learning
(MDL)
Printed papers;
compiled
modules;
worksheets
Modules;
LAS
Facilitator;
Monitoring;
Monitoring;
PARA-teacher
Financial
support of
supplies
Online
Distance
Learning
(ODL)
Online Video-
tutorial; Online
class
Gadgets
with
internet
connectivity
Online-
teacher
Facilitator;
Monitoring;
Monitoring;
PARA-teacher
Financial
support of
supplies
TV-Based
Instruction
(TVBI)
N/A N/A N/A Monitoring;
PARA-teacher
Financial
support of
supplies
Radio-Based
Instruction
(RBI)
N/A N/A N/A Monitoring;
PARA-teacher
Financial
support of
supplies
Blended
Distance
Learning
Printed papers;
modules/
worksheets
Modules;
LAS
Facilitator;
Monitoring;
Monitoring;
PARA-teacher
Financial
support of
supplies

ACTIVITY 3
Status of Learners in Distance Learning
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 hardest to
implement)
Type of DL Why?
1
Modular Distance
Learning
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 order for them to participate in
Online Learning and 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.
2 Blended Learning
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, monitoring, and evaluation
to the learners to ensure that the quality of
education is being delivered.
3
TV-Based
Instruction
TVBI is not possible in our locality.
4
Radio-Based
Instruction
Most families in the community now-a-days do
not use radios anymore. In some households this
is still present but the signal reception is still
their biggest hurdle.
5 Online Learning
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 capable of this as stated in the above
explanations.

ACTIVITY 4
Intervention Plan Matrix
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
LEARNER
GROUP
TARGETED INTERVENTION
Learners without
parents or household
member who can
guide and support their
learning at home.
Make a weekly supervisory plan for them and check their
module and activity sheets. Organize, if possible, a
learning support system in the area that can be
composed of volunteers to provide assistance to these
learners.
Beginning readers
(K to 3)
Provide additional reading materials in developing their
reading skills. Attach monitoring sheets that
parents/guardians may check. Constant communication
with the parents/guardians should be implemented.
Struggling readers
(Grades 4-12)
Provide remedial reading materials. Attach monitoring
sheets that parents/guardians may check. Constant
communication with the parents/guardians should be
implemented. Organize, if possible, a learning support
system in the area that can be composed of volunteers to
provide assistance to these learners.
No access to devices
and Internet
Provide self-learning modules and other additional
learning materials.
Inaccessible (living in
remote and/or unsafe
areas)
Coordinate with their barangay officials to assist the
teachers in delivering the self-learning modules and
other additional learning materials.
Indigenous People
Provide self-learning modules and other additional
learning materials that are cultured friendly.
Persons with
Disabilities
Assess the particular needs of these learners and provide
them with the materials that would suffice it.
Other? Specify.

LESSON 2
DESIGNING LESSONS AND ASSESSMENTS IN
THE DIFFERENT LDMs
Lesson 2: Designing Lessons and Assessments in the Different Learning and Delivery Modalities
ACTIVITY 1
Policy Guidelines on Daily Lesson Preparation for the K
to 12 Basic Education Program
Direction: 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 Learning Tasks
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
concepts and key points
from previous lessons
• State lesson objectives
as guide for learners
• Present connection
between old and new
lesson and establish
purpose for new lesson
• Check learners' prior
knowledge about the
new lesson
• Provide learners with
feedback
• Check for learners'
understanding
• Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize
• Help learners
understand and master
new information
• Wrap up activities
• Emphasize key
information and
concepts discussed
• Assess whether lesson
has been mastered
• Transfer ideas and
concepts to new
situations
• Ask learners to recall
key activities and
concepts discussed
• Reinforce what teacher
has taught

ACTIVITY 3
Daily Lesson Plan (DLP) Annotation
Directrion: 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 Daily Lesson Log
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Component of Daily Lesson Plan
I. OBJECTIVES
Content Standard :
Performance Standard :
Learning Competency :
LC Code :
Unpacked LC :
II. SUBJECT MATTER
Content
Topic :
Concept :
Integration Across Subject Areas:
KBI :
Learning Materials
Teacher’s Guide :
Curriculum Guide :
Learners’ Materials :
SLM/LAS :
Other References :
Materials Used :
III. PROCEDURE
A. Preliminary Activities
a. Drill/Review
b. Motivation
c. Presentation of the Lesson
d. Unlocking of difficulties
B. Activity and Assessment
C. Analysis and Assessment

D. Abstraction
a. Conceptualization
b. Generalization
E. Application
IV. Evaluation
V. Assignment/Homework
VI. Reflection and/or Annotation
Reflection, this part of the DLL/DLP allow teachers to reflect the
performance of the learners on whether the lesson has been
successfully delivered or not

ACTIVITY 4
Learning Tasks for Distance Learning
Learning Delivery
Modality
: Modular Distance Learning
Grade Level and
Learning Area
: Grade 10 – TLE ICT CSS
Lesson/Topic : Hardware Devices
Learning Objectives :
Assemble computer hardware in accordance with
established procedures and system requirements
Learning Resources/
Materials Needed
:
Learners’ Activity Sheets (LAS), Android
phone/personal computer and internet connectivity
Learning Tasks for Distance Learning
Part of Lesson or
Learning Tasks
Check if
already
present in
the SLM
Additional Remarks:
(ex. can be done via voice calls, can be
facilitated by a household partner, can be
done via a learning activity sheet, can be
presented via an 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
Policy Guidelines on classroom Assessment
for the K to 12 Basic Education Program
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.
Assessment
of Learning
May be given at any time
during the teachers and
learning process.
The results of formative
assessments will help
teachers make good
instructional decisions
so that their lessons are
better suited to the
learners' abilities.
Occurs toward the end
of a period of learning
in order to describe the
standards reached by
the learner.
The results of
summative assessments
are recorder and used
to report on the
learners' achievement.

ACTIVITY 6
Distance Learning in Assessment Method
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.
Assessment
Method
How to Adapt
the Assessment Method in DL
1. Formative
Assessment in a
form of short
quizzes and
seatworks
Formative assessment like 5-item written evaluation is
included in each self-learning modules. Additional activity
sheets and worksheets containing various evaluation
shall also be distributed.
2. Summative
Assessment
At the end of the unit, written summative assessments in
all learning areas shall be given to assess the learning
development of the learners in modular distance learning.
3. Performance-
Based
Assessment
For learning areas that are more focused on skills and
practical activities, performance tasks shall be implied.
Learners may be asked to have a video recording of their
activities at home for proper evaluation. For learners with
no capabilities of doing such, their parents/guardians
shall be asked to assess their performance at home and
answer the prepared assessment tool based on the given
rubrics.
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?
Honesty of the learners and parents in answering those materials 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
Lesson 3: Guiding and monitoring learners in the Different Learning Delivery Modalities
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 attitudes
that learners need to demonstrate in
every lesson and/or 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.
A. learning area
B. mode of delivery
C. learning competencies
D. learning task

ACTIVITY 2
Weekly Home Learning Plan
Direction: 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.
Subject: TLE ICT CSS Grade Level: 10 Week No.: 1 Quarter No.: 1
Inclusive Dates: October 5 – 9, 2020
Day &
Time
Learning
Area
Learning
Competency
Learning Tasks Mode of
Delivery
6:00 - 7:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day
7:00 - 7:30 Have a short exercise/meditation/bonding with family.
7:30 - 8:00 Travel time to school
October 5,
2020
8:00-12:00
TLE ICT
10
1.1 Plan and
Design Unit
assembly
. Look at the pictures below and
reflect the innermost importance of
such word.
Answer the following:
✓ Why is work safety important?
✓ What are the procedures that
we should follow to have a safe
work place?
Watch this video:
https://www.youtube.com/watch?v=-
pQb99daOiw&t=4s
Answer the following:
✓ What is OHS?
✓ List some OHS found in the
video.
✓ Is OHS important? Why or
why not?
Printed
Learner’s
Activity Sheets
(LAS) to be
given on Friday
every after 2
weeks.
LAS soft
copy will be
available also
online. Posted
in Facebook
private group.
Simultaneous
distribution and
retrieval of LAS
and outputs will
be participated
by parents
every after 2
weeks.

Perform the activity below and post it
in our Facebook group:
➢ Inspect different safety
precautions used in computer
laboratory. Notice a practitioner
while imparting a quality service
in computer system servicing.
Make use of your cellphone
video camera to record the
event emphasizing the safety
guidelines and procedures in
the laboratory.
12:00-1:00 Lunch Break
1:00-5:00 TLE ICT
10
1.1 Plan and
Design Unit
assembly
Look for the commonalities of the
pictures below. Guess the word
related to the topic.
A safe work space is clean,
systematized, and well-lit. General
and fire safety strategies that
protects the technician and the
equipment should always be
followed.
The following are few examples of
general safety strategy. Make share
to explain each its importance:
1. Turn off the power and unplug
equipment before opening the
case and performing service.
2. Remove accessories and jewelry.
3. Warning of the Senses
4. Never open a power supply or a
monitor.
5. Know where the fire extinguisher
is located and learn how to use
it.
6. Know where the first aid kit is
located.
7. Keep food and drinks out of your
workspace.
8. Keep your workspace clean and
free of clutter.
9. Lift heavy objects with sturdy leg
support to avoid back injury.
Research: List down the different fire
safety procedure
Printed
Learner’s
Activity Sheets
(LAS) to be
given on Friday
every after 2
weeks.
LAS soft
copy will be
available also
online. Posted
in Facebook
private group.
Simultaneous
distribution and
retrieval of LAS
and outputs will
be participated
by parents
every after 2
weeks.

Watch Video:
https://www.professormesser.com ›
free-a-plus-training › computer-
safety-pr.
October 6,
2020
8:00-12:00
1:00- 5:00
Note: One different subject
area is assigned each day.
Printing of modules and writing LAS. Printed
Learner’s
Activity Sheets
(LAS) to be
given on Friday
every after 2
weeks.
LAS soft
copy will be
available also
online. Posted
in Facebook
private group.
Simultaneous
distribution and
retrieval of LAS
and outputs will
be participated
by parents
every after 2
weeks.
October 7,
2020
8:00-12:00
1:00- 5:00
Printing of modules and writing LAS.
October 8,
2020
8:00-12:00
1:00- 5:00
October 9,
2020
8:00-12:00
1:00- 5:00

ACTIVITY 3
Weekly Home Learning Plan
VS Individual Learning Monitoring Plan
Direction: 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 (WHLP)
Individual Learning
Monitoring Plan
(ILMP)
Purpose
A tool to guide learners and
learning facilitators or
household partners in
tracking the subject areas
to be tackled and activities
to perform at home
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
For Whom?
Learners and learning
facilitator or household
partner
Teachers and learning
facilitator or household
partner
Components
Learning area, learning
competencies, learning
tasks, mode of delivery
Learner’s needs, intervention
strategies, monitoring date,
learner’s status
Has to be
communicated to
parents?
Yes Yes

MODULE 3B
Learning Resources
Module 3B: Learning Resources
MODULE OBJECTIVE:
Associate learning resources (LRs) with specific learning modalities
access resources from online portals such as DepEd Commons and LR Portal of the Department of
Education
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
LAC Session 4

LESSON 1
LEARNING MAPS FOR DISTANCE LEARNING
Lesson 1: Learning Maps for Distance Learning
ACTIVITY 1
Learning Resources Map Needed for Each Sub-Category of
Distance Learning Delivery Modalities
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
Reflection of based on previous LAC Sessions
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 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.
• We can support our colleagues in their undertaking morally and by
lending them printers and other needed materials available to us.
• Technical assistance may also be provided by higher ranking teachers.

LESSON 2
ACCESSING LEARNING REOURCES FROM
DEPED PORTALS
Lesson 2: Accessing Learning Resources from DepEd Portals
ACTIVITY 1
DepEd - Learning Resources Management and
Development System
Direction: 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 he 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
Direction: 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.
• Activities embodied in the LR material are more than enough for the
learners to understand and answer.
• The number of pages per modules hustles the printing to equate the
number of copies required to be distributed to the field.
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?
• Some of the questions matters the evaluation required based on the
attached learning competency(ies) or module.
• Some of the questions and irrelevant and some have no answers in the
options. We’d just found it out from the social media and conform it with
the actual module as to its veracity. Yet we the teachers has no more time
to read for we are so busy printing, binding delivery, retrieval and
recording activities.
•
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
Difference of Other LR Materials from DepEd LR Portals
Direction: 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.
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 3
DepEd VS Non-DepEd - Sanctioned LR Portals
Direction: Choose one of the LR materials that you have developed. Assess this
material using the same tool. Answer the following questions in Your
Study Notebook:
1. How does your material compare with the ones that are obtained from the
online portals?
The material needs more precision and quality assurance.
2. What improvements do you still need to make in your developed material?
The complexity of contents to meet the learning needs of my students.
RAPID ASSESSMENT OF LEARNING RESOURCES
FROM DEPED-SACTIONED PORTAL
Is the LR Material... 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 Questions:
1. Was the material able to meet all the requirements? YES
Why? NONE

3. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s. NONE
your lesson and your learners? It makes me extra cautious in selecting the
LRs I need for my learners.
RAPID ASSESSMENT OF LEARNING RESOURCES
FROM NON-DEPED PORTAL
Is the LR Material... YES NO
Cannot be
determined
8. Connected and relevant to the
MELCs?
 ☐ ☐
9. Appropriate to the grade level and
learner characteristics in terms of
language, activities?
 ☐ ☐
10. easy to reproduce and/or
disseminate?
 ☐ ☐
11. from a credible source/author?  ☐ ☐
12. culture- and gender-fair?  ☐ ☐
13. free from red flags on possible
copyright and plagiarism issues?
 ☐ ☐
14. the layout and format easy to read
and pleasing to the eyes?
 ☐ ☐
Reflection Questions:
5. Was the material able to meet all the requirements? YES
Why? I will still use the material simply because of it fits the needs of
my learners even if I am not sure of its rightful owner.
7. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s. NONE
your lesson and your learners? It makes me extra cautious in selecting the
LRs I need for my learners.

MODULE 4
Planning for Continuing Professional
Development and LAC Planning
Module 4: Planning for Continuing Professional Development and LAC Planning
MODULE OBJECTIVE:
Carry out your plan for your continuing Professional Development;
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);
Develop a PD plan including the Learning Action Plan; and
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
LAC Session 5

LESSON 1
REFLECTING ON PROFESSIONAL
LIFE AND DEVELOPMENT
Lesson 1: Reflecting on Professional Life and Development
ACTIVITY 1
Professional Self-Assessment Questionnaire
Direction: Check the box that best represents your assessment of your skills and
capabilities.
ITEMS
STRONGLY
AGREE
AGREE DISAGREE
STRONGLY
DISAGREE
1. I can use the modality with
ease.  ☐ ☐ ☐
2. I can confidently use the
platforms in the modalities.  ☐ ☐ ☐
3. I can use pedagogies
associated with the modalities
and platforms.
 ☐ ☐ ☐
4. I can very well manage my
learners/class in the modality
that my school has adopted.
 ☐ ☐ ☐
5. I can very well engage with
parents and community
partners in assisting learners.
 ☐ ☐ ☐

ACTIVITY 2
PPST on Effectively use LDMs
Direction: 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 need to develop and give more focus on the Domain number one, the content
knowledge and Pedagogy.
• 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
• As my self-assessment where I got only the agree level so there's a room for
my improvement.
• I want to enhance the domain number six the community linkages and
professional engagement.
• I need to build strong relationship with the guardians/parents of my students
to deliver the quality supervisory among them as well as with my co mentors
in schools

ACTIVITY 3
PPST on Effectively use LDMs
Directions: 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 improving your
teaching practices in
the modalities?
What will push you to
achieve this goal?
What will help you
attain this goal?
• Deeper understanding
and reflecting to the
things I need in
preparation for the
opening of classes.
• To produce quality
output, learners ready
and fully equipped.
• Provide the quality
modules for my
students in the
Modular Distant
learning this new
normal.
• Can make the best
lessons for the new
normal class.
• Getting abreast in the
related information
and application of the
modality implemented
by the school.
• Improving my
teaching strategies in
this time challenging
situation.
• Improving my
teaching strategies
and practices.
• Applying the
assessment tool in
choosing learning
resources for the
modules.
• Learning to
unpacking and
combining the
MELCs.
• Quality instruction
amidst the pandemic.
In the absence of F2F,
the need to guarantee
effective
implementation of
LDM.
• Consistent
collaboration from my
fellow educators and
continuous learning
to provide quality
education amid this
crisis.
• Continue my
professional
development.
• Creating account in
the LRMDS and
DepEd common.
• Study and apply the
MELCs given by
Deped.
• Participating in the
webinars and LAC
sessions addressing
this issue.

LESSON 2
PLANNING FOR THE CONTINUING PROFESSIONAL
AND DEVELOPMENT PARTICIPATION IN THE LAC
Lesson 2: Planning for the Continuing Professional and Development Participation in the LAC
ACTIVITY 1
Realistic Plan for Continuing Professional Development
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.
Strengths Developmental
Needs
Action Plan
(Recommended
Developmental Intervention) Timeline Resources
Needed
Learning
Objectives of
the PD
Program
Intervention
Applied skills
in the effective
communicatio
n of learners
needs,
progress and
achievement to
key
stakeholders,
including
parents and
guardians.
Used a range of
teaching strategies
of to enhance
learner
achievement in
literacy and
numeracy skills.
Improve skills
and strategies
to develop
meaningful
teaching-
learning
process
including
assessment
tools and
techniques to
enhance
students'
mastery in my
subject.
Attend various
seminars,
workshops.
Benchmark
with other
teachers.
Year-
Round
Self-Funding
MOOE
Others
Practices
ethical and
professional
behavior and
conduct taking
into account
the impact of
my actions
and decisions.
Makes specific
changes in the
system or in own
work methods to
improve
performance.
Improve
intrapersonal
skills and work
management
practices.
Improving
work-related
coordination
Year-
Round
N/A

ACTIVITY 2
Professional Development Objectives
Refer to your PD objectives and decide on what topics you would like to talk about in your
School LAC. Use the PD Discussion Template in your discussion.
PROFESSIONAL DEVELOPMENT
OBJECTIVES RELATED TO THE
MODALITIES
SPECIFIC TOPICS
• Enhancing capabilities on giving
interventions to learners in distance
learning.
• Outsourcing or developing learning
interventions for distance learnings.
• Develops efficiency in managing tasks
focusing distance teaching-learning
process, monitoring, evaluation, and
assessment.
• Work efficiency in distance learning
• Monitoring and evaluation of learners in
distance learning.

MODULE 5
Building the Teaching Portfolio
Related to the Implementation of
the Modalities
Module 5: Building the Teaching Portfolio Related to the Implementation of the Modalities
MODULE OBJECTIVE:
List down the evidence of LDM implementation
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
LAC Session 6

LESSON 1
THE TEACHING PORTFOLIO AND ITS
CONTENTS
Lesson 1: The Teaching Portfolio and Its Contents
ACTIVITY 1
Building Portfolio
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 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
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.

TLE ICT Ldm2 portfolio

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to TLE ICT Ldm2 portfolio

Similar to TLE ICT Ldm2 portfolio (20)

More from Leonel Rivas

More from Leonel Rivas (14)

Recently uploaded

Recently uploaded (20)

TLE ICT Ldm2 portfolio