LDM COURSE MODULE GUIDE

LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 1-5
LDM 2

Hi, Ma’am/Sir. How are you? We hope that you are doing well
despite our current national health situation. We know that you
are busy preparing for the opening of classes this year. Your
students and your country are grateful for your tireless service in
ensuring safe and quality education.
Welcome to Learning Delivery Modality Course 2 (LDM2) for
Teachers. This course aims to support you in your preparation for
the new learning delivery modality (LDM) in your School.

MODULE OBJECTIVES
By the end of this Module, you will be able to describe what this course is
about and how it will help you manage the teaching-learning process in
the modalities.

MODULE CONTENT
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
ESTIMATED TIME REQUIRED
4 hours
*LAC Sessions are included in the activities but may be optional as
determined by the LAC members under the guidance of the LAC Leader

This overview will cover the why, what, and how of this course. It
will walk you through the coverage of the course as it relates to
the teaching-learning process in the LDMs adopted by your
School.
By the end of this lesson, you will be able to describe the course
and plan how to go about the course.

Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course
design, content and delivery; self-learning modules; learning action cell
Resources Required
LDM Course Overview
Study Notebook
Study Notebook Guide

ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the
following questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?
2. How can this course help ensure that you will be able to deliver
quality instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your
learning in this course?

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study
Notebook.
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?
HABITS
(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.)

ACTIVITY 1
Look for a colleague with whom you would like to discuss your
answers and reflections with to the questions in Activities 1 and 2.
Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

LESSON 2:
ORGANIZING YOUR LEARNING
ACTION CELL (LAC)

This lesson will help you set up your LAC and prepare for LAC activities
in the succeeding modules. By the end of this lesson, you will be able to:
1. organize a LAC to support your learning
2. enumerate the roles and responsibilities of different LAC members
3. set protocols and norms for the conduct of LAC sessions
4. accomplish the required LAC Forms

Key Topics/Concepts
LAC; LAC roles and responsibilities; LAC Forms
Resources Required
DepEd Order No. 35, s. 2016 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
 LAC Session 1 Guide
 Form 1. LAC Profile
 Form 2. LAC Facilitator Information Sheet
 Form 3. LAC Session Report
 Form 4. LAC Engagement Report
 Study Notebook

ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd
Order No. 35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic
Education Program School- Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.”
Once you’re done, answer the following questions. Write your responses and
any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__ To improve the teaching-learning process to improve learning among students
__ To nurture successful teachers
__ To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
__ 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.

ACTIVITY 2
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.

ACTIVITY 2
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your 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 to
you from among the following school members:
»» Master Teacher
»» Head Teacher/Department Head
»» 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. This Instructional Coach will also be handling multiple LACs through
a network of LAC Leaders.
See Figure 1 for reference.

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.
Congratulations! You have completed
Module 1. You are now ready for Module 2.

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

After having been introduced to the course in Module 1, you will
now begin this course by gaining an understanding of the Most
Essential Learning Competencies (MELCs). We hope that you will
be able to strengthen your understanding through this Module.
In this Module, the development of the MELCs will be discussed,
and how these can be unpacked and combined in planning and
designing your lessons.

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

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

LESSON 1:
BACKGROUND, RATIONALE,
AND DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself
with the background, rationale, and development of MELCs. In this
session, you will be able to:
1. identify the background and basic process of the identification
and development of the MELCs
2. make sense of the function of MELCs as an educational
response to a global health crisis
3. appreciate the MELCs as support for teachers during this time

Resources Required
Development and Design of MELCs
Your learning area’s original K-12 Curriculum
Guide and corresponding list of MELCs
Study Notebook
Key Topics/Concepts
curriculum standards; essential learning competencies; desirable
learning competencies; enduring knowledge

ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher, what
do you think are the fundamental concerns in terms of curriculum standards
that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why
or why not?
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?

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning
competencies?
3. What is the difference between essential learning competencies and desirable
learning competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?

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

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3
in this lesson. Discuss any questions about the MELCs that need
clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own, in your Study
Notebook.
Good job! You are now done with Lesson 1. Proceed to Lesson 2
to learn how to unpack and combine the MELCs into Learning
Objectives.

LESSON 2:
UNPACKING AND COMBINING
MELCS INTO LEARNING
OBJECTIVES

In this session, you will familiarize yourself with unpacking
and combining MELCs into Learning Objectives.
By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and
combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide
curricular flexibilities to field implementers

Resources Required
Unpacking and Combining the MELCs
Your learning area’s original K-12 Curriculum
Guide and corresponding list of MELCs
Study Notebook
Key Topics/Concepts
unpack; curriculum standards; essential learning competencies;
content standards; performance standards

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and
Combining the MELCs. After reading the document, provide a brief and
concise response to the following guide questions in your Study
Notebook:
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining
the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined?
Why or why not?

ACTIVITY 2
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.

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make
sure to keep a copy of your outputs.
Congratulations! You have completed Module 2.
You may now proceed to Module 3A - Lesson
Design and Assessment in the Modalities.

MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES

Welcome to Module 3. This Module focuses on how
lessons and assessments are designed for the distance
learning modality prescribed by the Basic Education
Learning Continuity Plan (LCP).

MODULE OBJECTIVES
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
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

MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
18-24 hours

LESSON 1:
UNDERSTANDING THE
DIFFERENT LDMs

1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to
ensure inclusion in DL

Resources Required
Guidance on Distance Learning
Non-Negotiable Minimum Requirements for Distance
Learning
Distance Learning Matrix
Supplementary Handout on Blended Learning Delivery
Modalities
Lesson 1, Activity 1 Answer Key 1
Key Topics/Concepts
blended distance learning; blended learning; distance learning;
face-to-face learning; homeschooling; implementation guidelines
for distance learning; minimum requirements for distance learning;
modular distance learning; online distance learning; TV-based
instruction/radio-based instruction

ACTIVITY 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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how
well you did.
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 against
Lesson 1, Activity 1 Answer Key 2.

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 on the
different DL modalities and their defining features and requirements.
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 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.

ACTIVITY 3
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 Session.

Well done! You have completed Lesson 1. You may now proceed to
Lesson 2.

LESSON 2:
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs

1. identify the components of a well-designed lesson, applicable
for all LDMs
2. enumerate learning tasks that can be incorporated in your DL
lessons to ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be
incorporated in your lessons to provide students with feedback
and to help you monitor student’s learning even when you are
teaching remotely

Resources Required
 DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson
Preparation
 DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom
Assessment
 Principles of Instruction
 Designing Lessons in DL
 Lesson 2, Activity 1 Answer Key
 Study Notebook
Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson
design components; portfolios; summative assessment

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go
through the document, write down your answers to the following questions in your
Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson, (2)
during the lesson proper, and (3) after the lesson.
In your Study Notebook, copy the following table:

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 appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
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
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 eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
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
Compare your answers to Lesson 2, Activity 2 Answer Key.

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should 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.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL and DLP. To find out the instructional principles behind these learning tasks, you
may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the
following table. Then choose one lesson from a Self Learning Module (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 means.
Learning Delivery Modality (select one): ODL MDL
TV/RBI BL
Grade Level and Learning Area:
____________________________
Lesson/Topic:_______________________________________
____
Learning
Objectives:_____________________________________
Learning Resources/Materials

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?
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?
3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
Be ready to share your answers for Activity 4 when you meet with your
LAC group after completing this module.

Integrating Content Across Learning Areas/Team Teaching
• You can check the MELCs for topics that may be integrated into other learning
areas.
• You can team up to integrate lessons across learning areas. Integration of
content
across learning areas maximizes time and helps learners make connections for
better
understanding.
• You can use content topics as themes, motivation, springboards, or initial
topics for
lessons across subjects. You can also try merging selected learning area
performance
tasks and assessments and create separate rubrics for scoring per learning
area. This
can make it easier for you to check student work, and saves time for you and
the
learners.

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two. Write
your answers in a Venn diagram in your Study Notebook. Follow the example below.

ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy
Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be
modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that
you are teaching? In your study notebook, recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use it in DL.

Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?.

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be
collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.
After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.

Check out the Lesson 2, Activity 7 Answer Key to see how
well you did.
Learners are different and have different abilities. For some
topics, you can give students some options or alternatives
on how they will be assessed. Just make sure that these
would
show how much they have learned.
Good job! You are done with
Lesson 2. You may now proceed to
Lesson 3.

LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE
DIFFERENT LDMs

1. differentiate a weekly home learning plan from an individual
learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Resources Required
 Appendix D of DepEd Memorandum DM-CI-2020-00162
 Individual Learning Monitoring Plan Template
 Sample Weekly Home Learning Plans
 Lesson 3 Activity 1 Answer Key
 Lesson 3 Activity 3 Answer Key
 Study Notebook
Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs;
mode of delivery; significant progress; weekly home learning plan

The check-up activity introduced you to the key components of a Weekly Home Learning
Plan (WHLP), namely, the learning area, learning tasks, learning competencies, and the mode
of delivery. The WHLP serves as a guide for your learners on what they need to accomplish
each week when they do independent study at home (DepEd, 2020). It outlines the learning
tasks that learners need to do, using the SLM, in order for them to attain the most essential
learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly
Home Learning Plan for Blended Distance Learning or may just refer learners to the lesson
number and/or activity number in the SLM as shown in the Sample Weekly Home Learning
Plan for Modular Distance Learning and for Online Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as they follow
the prescribed schedule in the plan. Remember also that part of guiding learners is to give
enhancement or remediation activities when needed and when possible.

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162
which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers,
coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning
tasks if
there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing
portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which

»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7
and 8 and up to four hours (two in the morning and the other two
in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in
the morning and the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162.
After you read the guidelines on creating an ILMP, copy and fill out the table below in
your Study Notebook to see how the ILMP differs from the WHLP.
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in touch
with the household partner who provides assistance as needed while the learner is doing the
learning tasks at home.

ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them
has problems completing the learning tasks for the first two weeks. Think of a possible
difficulty the learner may have encountered in accomplishing the learning tasks. Apply
what you have learned about ILMPs in Activity 3 and create an ILMP for that particular
learner who lags behind. Read and use the Individual Learning Monitoring Plan
Template. Consider the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.

Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design
lessons with your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.

• One way of getting feedback from learners is by communicating regularly with
them and their families. As teachers, you need to make your presence felt, and send
the message to the learners that they are not alone in this situation. This will
greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt to the
new normal.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this Module.
Congratulations for completing Module
3A! You are now ready for Module 3B.

Now that you are familiar with how a lesson is designed in the
modalities, you will also need to gather the learning materials you
need to deliver the lesson.
This Module will help you refresh your knowledge on the different
types of resources available for you in the different LDMs, show
how you can access these materials, and introduce a method of
rapidly assessing them before use.

MODULE OBJECTIVES
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and
LR Portal of the Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
4 hours
determined by the LAC Members under the guidance of the LAC Leader

LESSON 1:
LEARNING RESOURCE MAPS
FOR DISTANCE LEARNING

This lesson will give you the map of learning resources needed for the
implementation of the different Distance Learning (DL) subcategories.
1. assess the LR needs and concerns in your School
2. discuss and reflect on these needs and concerns
3. gather possible solutions to resolve these LR needs and concerns

Key Topics/Concepts
distance learning; learning resources, LR maps, subcategories of DL
Resources Required
Learning Resources (LR) Map
Study Notebook

ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-
2021 included the Learning Resources (LR) Map as a guide in selecting the appropriate
Distance LDM to be implemented in Schools/Divisions. Study this map and answer the
following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
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?

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
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?

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What
support can you provide to your colleagues and what support can you get from them in
terms of LRs? Take note of the insights that you can gather from your colleagues and
write them in your Study Notebook.
Good job! You are now done with Lesson 1. Proceed to
Lesson 2 to learn how to access LRs from DepEd Portals.

LESSON 2:
ACCESSING LEARNING
RESOURCES FROM DepEd
PORTALS

In this lesson, you will walk through the LR portals hosted by the
Department of Education, namely the Learning Resource Management
and Development System (LRMDS) Portal and DepEd Commons.
Likewise, you will explore other LR portals online.
1. establish access to various LR portals
2. discuss the challenges in utilizing DepEd-sanctioned LR portals
such as the LRMDS and DepEd Commons
3. determine the support systems available to you as a teacher in
the use of LR portals

Key Topics/Concepts
DepEd Commons; learning resources; LR Portal; LRMDS
Resources Required
LR Portal User Guide (Access and Registration)
Memorandum on DepEd Commons
Study Notebook
LR Portal Video Tutorial

ACTIVITY 1
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal
Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

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?
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?

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.
Good job! You are done with Lesson 2. You may now proceed to
Lesson 3.

LESSON 3:
ASSESSING THE LR MATERIALS

Now you are familiar with the LR portals and the resources that are available for
you and your learners. While the resources may have undergone a quality
assurance process, you may still need to assess the LRs in terms of their relevance
to your lessons and to your learners. In this Module, you will be introduced to
some steps that you can take to ensure the relevance and usefulness of each LR as
well as other issues that can come with the learning resource.
1. assess the quality of the LR materials from both DepEd and non-DepEd
Portals using the LR Rapid Assessment Tool
2. discuss the insights and realizations about these LRs
3. select and improve quality-assured LRs that are appropriate for your
teaching-learning needs

Key Topics/Concepts
learning resources; LR assessment tool; quality assurance
Resources Required
LR Rapid Assessment Tool
Study Notebook

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in
your Study Notebook:
1. Was the material able to meet all the requirements?
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?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study
Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online
portals?
2. What improvements do you still need to make in your developed material?

ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing the
appropriate LRs.
Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that you keep a copy for yourself.
Congratulations! You are now done with Module 3B.
You may now proceed to Module 4.

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

Learning is a continuous process. There are still a lot of things
that we can improve on in our jobs as teachers, even as we go
through this pandemic. In this Module, you will plan for your
continuous professional development (PD) in the new LDMs that
your School has adopted.

MODULE OBJECTIVES
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs
that are available to you, either provided by DepEd or by non-DepEd
learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and
Participation in the LAC
LAC Session 4
2 hours

LESSON 1:
REFLECTING ON
PROFESSIONAL LIFE AND
DEVELOPMENT

Key Topics/Concepts
assessment; capabilities; professional practice; professional standards
Resources Required
Professional Self-Assessment Questionnaire
LDM2 Course Overview
Continuing Professional Development Guidelines
DepEd Memo No. 50, s.2020 on DepEd Professional Development
Priorities
Study Notebook
By the end of this lesson, you should be able to reflect on and assess your current
capabilities and practice in relation to the use of the LDMs in your School.

ACTIVITY 1
Assess your current capabilities and skills using the
Professional Self-Assessment Questionnaire.

ACTIVITY 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. What particular
professional standards in the PPST do you need to focus on to effectively use the
LDMs in relation to the content and pedagogy of the learning area/s you are
teaching? Write your answer and other insights in your Study Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines.

ACTIVITY 3
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you
use the LDM adopted by your School? What is your goal in terms of your teaching
practices in the modalities? What motivates you to achieve this goal? What do you
think will help you attain this goal?
Add as many rows as you need for your answers.

Good job! You are now done with Lesson 1. You may now proceed to Lesson
2 and learn more about planning for the Continuing PD and participation in the
LAC..

LESSON 2:
PLANNING FOR THE
CONTINUING PROFESSIONAL
DEVELOPMENT AND
PARTICIPATION IN THE LAC

In this session, you will come up with a realistic plan for your
continuing PD that responds to your identified need in relation to
the content and pedagogy of the learning area/s you are teaching
using the LDM.
1. identify the PD programs available for you
2. reinforce positive feelings about teaching as a career

Key Topics/Concepts
professional development; professional life
Resources Required
List of NEAP-recognized Programs
Individual Development Plan Template
PD Discussion Template for LAC

ACTIVITY 1
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.

ACTIVITY 2
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.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make
adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.
Congratulations! You have completed
Module 4. You may now proceed to the final
Module.

MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION OF
THE MODALITIES

Congratulations, Ma’am/Sir! After finishing all the Modules related to teaching
and learning in the LDMs, you are now ready to apply them as you manage the
teaching and learning process in the new delivery modalities. In this Module,
you will plan for how you will capture the evidence of your teaching practices,
which you will organize into a portfolio. This portfolio will be submitted to your
LAC Coach for evaluation at the end of the year. You may also use this portfolio
as part of your means of verification (MOVs) for your performance evaluation.
This Module intends to ensure that you continue your learning journey in the
effective implementation of the LDM in your classes as well as the content and
pedagogies associated with them.

MODULE OBJECTIVES
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these
evidences to your professional practice based on the professional
standards

MODULE CONTENT
Lesson 1 - The Teaching Portfolio and Its Contents
LAC Session*
Lesson 2 - The Evaluation Rubric
LAC Session*
4 hours
determined by the LAC Members under the guidance of the LAC Leader

LESSON 1:
THE TEACHING PORTFOLIO
AND ITS CONTENTS

This lesson will introduce you to the Teaching Portfolio related to
your use of the LDM.
By the end of this lesson, you should be able to:
1. describe what a portfolio is
2. identify the contents of your teaching in the LDM Portfolio

Key Topics/Concepts
assessment; capabilities; professional practice; professional standards
Resources Required
LDM2 Guide for Expected Outputs
Reading on Portfolios
List of Suggested Evidence Form
Study Notebook
ACTIVITY

ACTIVITY 1
Before you begin to prepare building your Portfolio, you need to make sure that you
have completed all the outputs for this course. Go over the list found in LDM2 Guide
for Expected Outputs and find out whether you have completed all the outputs
required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a
copy of all your outputs for your own records.

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on
your reading, reflect on the following questions and jot down your answers in your
Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?
2. What evidence from the previous modules will help capture the progress of
your teaching practice?
3. Why is writing down your reflections an integral part of your Portfolio?

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.

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions
from Activities 2 and 3 with your colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of
evidence in the List of Suggested Evidence Form and submit to your LAC
Leader. Make sure that you keep a copy for yourself.
Good job! You are now done with
Lesson 1. You may now proceed to
Lesson 2.

LESSON 2:
THE EVALUATION RUBRIC

This section will present the criteria and the indicators for
evaluating your Portfolio.
By the end of this lesson, you should be able to
1. explain the criteria and its specific indicators found in the
Evaluation Rubric
2. list down your steps and plan of action to make your Portfolio
responsive to the Rubric

Key Topics/Concepts
evaluation rubric; LDM implementation; portfolio
Resources Required
Evaluation Rubric
Study Notebook

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.

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.

As a final reminder, make sure that you are able to collect the evidence of
your teaching practice as you have listed, and organize these into a
Portfolio. At the end of the year, you will submit your Portfolio to your
LAC Leader, who will announce the specific date and manner of
submission.
Congratulations! You have completed the LDM 2 Course. Good luck on
your LDM implementation, Teacher!

LDM COURSE MODULE GUIDE

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