Uploaded byRONYABUT
PPTX, PDF128 views

LDM2 MODULE 1-5 for teachers MES.pptx

This module provides an overview of the Most Essential Learning Competencies (MELCs) course for teachers. The module objectives are to explain the background and development of the MELCs, unpack the MELCs, and combine related competencies into learning objectives. The first lesson discusses the background, rationale, and development of the MELCs. Teachers will learn about the process used to identify and develop the MELCs and how they support continuity of learning during the pandemic. The second lesson covers unpacking the MELCs and combining them into learning objectives. A Learning Action Cell session is included to discuss lessons.

Embed presentation

Download to read offline
1 / 141
2 / 141
3 / 141
4 / 141
5 / 141
6 / 141
7 / 141
8 / 141
9 / 141
10 / 141
11 / 141
12 / 141
13 / 141
14 / 141
15 / 141
16 / 141
17 / 141
18 / 141
19 / 141
20 / 141
21 / 141
22 / 141
23 / 141
24 / 141
25 / 141
26 / 141
27 / 141
28 / 141
29 / 141
30 / 141
31 / 141
32 / 141
33 / 141
34 / 141
35 / 141
36 / 141
37 / 141
38 / 141
39 / 141
40 / 141
41 / 141
42 / 141
43 / 141
44 / 141
45 / 141
46 / 141
47 / 141
48 / 141
49 / 141
50 / 141
51 / 141
52 / 141
53 / 141
54 / 141
55 / 141
56 / 141
57 / 141
58 / 141
59 / 141
60 / 141
61 / 141
62 / 141
63 / 141
64 / 141
65 / 141
66 / 141
67 / 141
68 / 141
69 / 141
70 / 141
71 / 141
72 / 141
73 / 141
74 / 141
75 / 141
76 / 141
77 / 141
78 / 141
79 / 141
80 / 141
81 / 141
82 / 141
83 / 141
84 / 141
85 / 141
86 / 141
87 / 141
88 / 141
89 / 141
90 / 141
91 / 141
92 / 141
93 / 141
94 / 141
95 / 141
96 / 141
97 / 141
98 / 141
99 / 141
100 / 141
101 / 141
102 / 141
103 / 141
104 / 141
105 / 141
106 / 141
107 / 141
108 / 141
109 / 141
110 / 141
111 / 141
112 / 141
113 / 141
114 / 141
115 / 141
116 / 141
117 / 141
118 / 141
119 / 141
120 / 141
121 / 141
122 / 141
123 / 141
124 / 141
125 / 141
126 / 141
127 / 141
128 / 141
129 / 141
130 / 141
131 / 141
132 / 141
133 / 141
134 / 141
135 / 141
136 / 141
137 / 141
138 / 141
139 / 141
140 / 141
141 / 141
LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS MODULE 1-5 LDM 2
MODULE 1: COURSE ORIENTATION
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
LESSON 1: COURSE OVERVIEW
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 ESTIMATED TIME REQUIRED 3 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
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 By the end of this Module, you will be able to: 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 ESTIMATED TIME REQUIRED 18-24 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
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
By the end of this lesson, you will be able to: 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
By the end of this lesson, you will be able to: 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  Lesson 2, Activity 2 Answer Key  Lesson 2, Activity 3 Answer Key  Lesson 2, Activity 5 Answer Key  Lesson 2, Activity 7 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.
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
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
By the end of this lesson, you will be able to: 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
ACTIVITY 1
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.
MODULE 3B: LEARNING RESOURCES
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 By the end of this Module, you will be able to: 1. associate learning resources (LRs) with specific learning modalities 2. access resources from online portals such as DepEd Commons and LR Portal of the Department of Education 3. explain the importance of using quality assured LRs
MODULE CONTENT Lesson 1. Learning Resource Maps for Distance Learning Lesson 2. Accessing Learning Resources from DepEd Portals Lesson 3. Assessing the LR Materials 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
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. By the end of this lesson, you will be able to: 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. By the end of this lesson, you will be able to: 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. By the end of this lesson, you will be able to: 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 By the end of this Module, you will be able to: 1. carry out your plan for your continuing PD 2. discuss the different PD initiatives/programs related to the LDMs that are available to you, either provided by DepEd or by non-DepEd learning service providers (LSPs) 3. develop a PD plan including the Learning Action Plan 4. commit to your professional growth and development
MODULE CONTENT Lesson 1: Reflecting on Professional Life and Development Lesson 2: Planning for the Continuing Professional Development and Participation in the LAC LAC Session 4 ESTIMATED TIME REQUIRED 2 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
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. By the end of this lesson, you will be able to: 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* 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
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!
THANK YOU!

More Related Content

PDF
TLE ICT Ldm2 portfolio
byLeonel Rivas
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
DOCX
Ldm2 module-2
bycassiopeiaCJ
 
DOCX
Ldm, 1 5
byGraceMarieSaura
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
PPTX
LDM 2 Module 3A Lesson 3
byclarisse ronquillo
 
PPTX
=Hob tii=- ldm2 portfolio (final copy)
byGideon Tiongco
 
TLE ICT Ldm2 portfolio
byLeonel Rivas
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
Ldm2 module-2
bycassiopeiaCJ
 
Ldm, 1 5
byGraceMarieSaura
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
LDM 2 Module 3A Lesson 3
byclarisse ronquillo
 
=Hob tii=- ldm2 portfolio (final copy)
byGideon Tiongco
 

What's hot

PDF
ORGANISATION AND MANAGEMENT
byIrfaan Bahadoor
 
PPTX
Lacm4
by061914
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
PDF
Claudia borja teaching practice plan julio 30 2015 english
byclaudia borja
 
PPTX
New TIP Course 1 (DepEd Teacher).pptx
byJenalynGuarino
 
PDF
scheme of work English form 2
byNor AB
 
PDF
Q1 module 1 classroom
byJazperNuez1
 
PPTX
DUTIES AND RESPONSIBILITIES OF A TEACHER
byMatsy Tumacdang
 
PDF
Bow for-shs-applied-subjects
byMarichuBalverde1
 
PPTX
Do 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 B...
byLarry's Metier
 
PDF
Module 6.1 english
byNoel Tan
 
DOCX
Appendix 4 a-teacher-reflection-form-for-t-i-iii-for-rpms-sy-2021-2022 (1)-co...
bylorlitomalaborbor
 
DOCX
375912238-Daily-Lesson-Log-Template-DO-42-s-2016.docx
bymizkee
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
DOCX
Trtsss
byسلطان الشهري
 
PDF
Trts1
byسلطان الشهري
 
PDF
2014 pt class guide and regulations
byGlobis Imba
 
PDF
Learning Delivery Modalities Course 2: worksheets
bymaimelda68
 
PDF
Guidelines dl ls
byWilma Villanueva
 
PPTX
LDM2 Template
byLHERMA
 
ORGANISATION AND MANAGEMENT
byIrfaan Bahadoor
 
Lacm4
by061914
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
Claudia borja teaching practice plan julio 30 2015 english
byclaudia borja
 
New TIP Course 1 (DepEd Teacher).pptx
byJenalynGuarino
 
scheme of work English form 2
byNor AB
 
Q1 module 1 classroom
byJazperNuez1
 
DUTIES AND RESPONSIBILITIES OF A TEACHER
byMatsy Tumacdang
 
Bow for-shs-applied-subjects
byMarichuBalverde1
 
Do 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 B...
byLarry's Metier
 
Module 6.1 english
byNoel Tan
 
Appendix 4 a-teacher-reflection-form-for-t-i-iii-for-rpms-sy-2021-2022 (1)-co...
bylorlitomalaborbor
 
375912238-Daily-Lesson-Log-Template-DO-42-s-2016.docx
bymizkee
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
Trtsss
byسلطان الشهري
 
Trts1
byسلطان الشهري
 
2014 pt class guide and regulations
byGlobis Imba
 
Learning Delivery Modalities Course 2: worksheets
bymaimelda68
 
Guidelines dl ls
byWilma Villanueva
 
LDM2 Template
byLHERMA
 

Similar to LDM2 MODULE 1-5 for teachers MES.pptx

PPTX
learning delivery mode for teachers andand
byjoanalyn4
 
PPTX
LAC Session on Modules 1 and 2.pptx
byRommel Yabis
 
PPTX
Module 1 ppt RODZ.pptx
byPrincessRivera22
 
PPTX
Learning Delivery Modalities powerpoint.pptx
byMARIAMAEALONSAGAY1
 
PPTX
LAC SESSION FOR EDUCATORS
byNOVERKEITHLEYMENTE2
 
PPTX
Module 1.pptx
byGagayGazalOuano
 
PPTX
Learning Action Cell (LAC) basics
byCherryl Faldas
 
PPTX
School based orientation on lac
byNerissa Tan
 
PDF
Learning Delivery Modalities Course 2:
bymaimelda68
 
PPTX
MODULE 3A & 3B.pptx
byJovelleBenaires1
 
PDF
A Presentation on the Learning Action Cell
byJoey Fontanilla Valdriz
 
PPTX
EGINO JOY - LEARNING ACTION CELL (DepEd Order No. 35 s. 2016).pptx
byJOYEGINO
 
PPTX
DISTRICT 1 LAC SESSION OF MASTER TEACHERS AND SCHOOL HEADS.pptx
byRONALYNBALERIADO1
 
PPTX
National Learning Camp - Learning action Cell
byAnna Lyn Molon
 
PPTX
pROMOTING COLLABORATIVE EXPERTISE THROUGH LEARNING ACTION CELL
bydarjosephmariscotes2
 
PPTX
Collab Expertise designed to collaborate ideas..pptx
byDivinaGraciaAppoy1
 
PPTX
FRIENDLY JOY ETE Learning action cell.pptx
byFriendlyJoyDelenEte
 
PPTX
LAC-PLAN.pptx
bySirNickDiaz
 
PDF
Learning Delivery Modalities Course 2: worksheets
bymaimelda68
 
DOCX
Accomplished M and E Plan.docx
byMARYJOYANGGABOY3
 
learning delivery mode for teachers andand
byjoanalyn4
 
LAC Session on Modules 1 and 2.pptx
byRommel Yabis
 
Module 1 ppt RODZ.pptx
byPrincessRivera22
 
Learning Delivery Modalities powerpoint.pptx
byMARIAMAEALONSAGAY1
 
LAC SESSION FOR EDUCATORS
byNOVERKEITHLEYMENTE2
 
Module 1.pptx
byGagayGazalOuano
 
Learning Action Cell (LAC) basics
byCherryl Faldas
 
School based orientation on lac
byNerissa Tan
 
Learning Delivery Modalities Course 2:
bymaimelda68
 
MODULE 3A & 3B.pptx
byJovelleBenaires1
 
A Presentation on the Learning Action Cell
byJoey Fontanilla Valdriz
 
EGINO JOY - LEARNING ACTION CELL (DepEd Order No. 35 s. 2016).pptx
byJOYEGINO
 
DISTRICT 1 LAC SESSION OF MASTER TEACHERS AND SCHOOL HEADS.pptx
byRONALYNBALERIADO1
 
National Learning Camp - Learning action Cell
byAnna Lyn Molon
 
pROMOTING COLLABORATIVE EXPERTISE THROUGH LEARNING ACTION CELL
bydarjosephmariscotes2
 
Collab Expertise designed to collaborate ideas..pptx
byDivinaGraciaAppoy1
 
FRIENDLY JOY ETE Learning action cell.pptx
byFriendlyJoyDelenEte
 
LAC-PLAN.pptx
bySirNickDiaz
 
Learning Delivery Modalities Course 2: worksheets
bymaimelda68
 
Accomplished M and E Plan.docx
byMARYJOYANGGABOY3
 

Recently uploaded

PDF
GIÁO ÁN KẾ HOẠCH BÀI DẠY NĂNG LỰC SỐ MÔN TIẾNG ANH LỚP 10 CẢ NĂM - GLOBAL SUC...
byNguyen Thanh Tu Collection
 
PDF
GIÁO ÁN KẾ HOẠCH BÀI DẠY NĂNG LỰC SỐ MÔN TIẾNG ANH LỚP 11 CẢ NĂM - GLOBAL SUC...
byNguyen Thanh Tu Collection
 
PDF
BÀI GIẢNG POWERPOINT CHÍNH KHÓA PHIÊN BẢN AI TIẾNG ANH 6 CẢ NĂM, THEO TỪNG BÀ...
byNguyen Thanh Tu Collection
 
PDF
BÀI GIẢNG POWERPOINT CHÍNH KHÓA PHIÊN BẢN AI TIẾNG ANH 6 CẢ NĂM, THEO TỪNG BÀ...
byNguyen Thanh Tu Collection
 
DOCX
COMMUNITY HEALTH NURSING OSCE CHECKLIST.docx
byGeetha S R
 
PDF
Types of Artificial Intelligence: Capabilities and Functionality Explained
byARTHIDEVARANIP
 
PPTX
bundle of care.pptx Priti Bala @ BRD med
bypritibala13
 
PPTX
Activity on Job position in Odoo 19 Recruitment
byCeline George
 
PDF
ĐỀ MINH HỌA KỲ THI TỐT NGHIỆP TRUNG HỌC PHỔ THÔNG NĂM 2026 MÔN TIẾNG ANH 2026...
byNguyen Thanh Tu Collection
 
PPTX
special senses-eye, ear, nose, tongue.pptx
byAshish Umale
 
PPTX
How to Add or Remove Multiple Followers in a Records
byCeline George
 
PDF
To synthesis and submit Benzamide synthesis.pdf
byPradeep Swarnkar
 
PPTX
How to Create SMS Marketing Campaigns in Odoo 18
byCeline George
 
PPTX
VITAMINS CHAPTER NO.05 PHARMACOGNOSY D. PHARMACY
byGanu Gavade
 
PPTX
How to Manage Scheduling Activities in Odoo 18 CRM
byCeline George
 
PPTX
How to Create Opening Balance in Odoo 18
byCeline George
 
PDF
Geography unit 7-Population-Distribution`.pdf
byzerihunbrook7
 
PPTX
VAGINAL IRRIGATION..................pptx
byAneetaSharma15
 
PPTX
How to Manage Empty Location in Odoo 18 Inventory
byCeline George
 
PPTX
Pneumonia, Social and Preventive Pharmacy .pptx
byVirat Ojha
 
GIÁO ÁN KẾ HOẠCH BÀI DẠY NĂNG LỰC SỐ MÔN TIẾNG ANH LỚP 10 CẢ NĂM - GLOBAL SUC...
byNguyen Thanh Tu Collection
 
GIÁO ÁN KẾ HOẠCH BÀI DẠY NĂNG LỰC SỐ MÔN TIẾNG ANH LỚP 11 CẢ NĂM - GLOBAL SUC...
byNguyen Thanh Tu Collection
 
BÀI GIẢNG POWERPOINT CHÍNH KHÓA PHIÊN BẢN AI TIẾNG ANH 6 CẢ NĂM, THEO TỪNG BÀ...
byNguyen Thanh Tu Collection
 
BÀI GIẢNG POWERPOINT CHÍNH KHÓA PHIÊN BẢN AI TIẾNG ANH 6 CẢ NĂM, THEO TỪNG BÀ...
byNguyen Thanh Tu Collection
 
COMMUNITY HEALTH NURSING OSCE CHECKLIST.docx
byGeetha S R
 
Types of Artificial Intelligence: Capabilities and Functionality Explained
byARTHIDEVARANIP
 
bundle of care.pptx Priti Bala @ BRD med
bypritibala13
 
Activity on Job position in Odoo 19 Recruitment
byCeline George
 
ĐỀ MINH HỌA KỲ THI TỐT NGHIỆP TRUNG HỌC PHỔ THÔNG NĂM 2026 MÔN TIẾNG ANH 2026...
byNguyen Thanh Tu Collection
 
special senses-eye, ear, nose, tongue.pptx
byAshish Umale
 
How to Add or Remove Multiple Followers in a Records
byCeline George
 
To synthesis and submit Benzamide synthesis.pdf
byPradeep Swarnkar
 
How to Create SMS Marketing Campaigns in Odoo 18
byCeline George
 
VITAMINS CHAPTER NO.05 PHARMACOGNOSY D. PHARMACY
byGanu Gavade
 
How to Manage Scheduling Activities in Odoo 18 CRM
byCeline George
 
How to Create Opening Balance in Odoo 18
byCeline George
 
Geography unit 7-Population-Distribution`.pdf
byzerihunbrook7
 
VAGINAL IRRIGATION..................pptx
byAneetaSharma15
 
How to Manage Empty Location in Odoo 18 Inventory
byCeline George
 
Pneumonia, Social and Preventive Pharmacy .pptx
byVirat Ojha
 

LDM2 MODULE 1-5 for teachers MES.pptx

  • 1.
    LEARNING DELIVERY MODALITIES COURSE FORTEACHERS MODULE 1-5 LDM 2
  • 2.
  • 3.
    Hi, Ma’am/Sir. Howare 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.
  • 4.
    MODULE OBJECTIVES By theend 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.
  • 5.
    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
  • 6.
  • 7.
    This overview willcover 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.
  • 8.
    Key Topics/Concepts LCP capacitybuilding 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
  • 9.
    ACTIVITY 1 Read theLDM 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?
  • 10.
    ACTIVITY 2 Answer thefollowing 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.)
  • 11.
    ACTIVITY 1 Look fora 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.
  • 12.
    LESSON 2: ORGANIZING YOURLEARNING ACTION CELL (LAC)
  • 13.
    This lesson willhelp 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
  • 14.
    Key Topics/Concepts LAC; LACroles 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
  • 15.
    ACTIVITY 1 Begin byrefreshing 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.
  • 16.
    1. Reflect onthe 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.
  • 17.
    ACTIVITY 2 According toDO 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.
  • 18.
    ACTIVITY 2 3. Notethe 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.
  • 20.
    ACTIVITY 3 List downthe 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.
  • 21.
    MODULE 2: MOST ESSENTIALLEARNING COMPETENCIES (MELCs)
  • 22.
    After having beenintroduced 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.
  • 23.
    MODULE OBJECTIVES By theend 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.
  • 24.
    MODULE CONTENT Lesson 1.Background, Rationale, and Development of MELCs Lesson 2. Unpacking and Combining MELCs into Learning Objectives LAC Session 2 ESTIMATED TIME REQUIRED 3 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
  • 25.
  • 26.
    By the endof 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
  • 27.
    Resources Required Development andDesign 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
  • 28.
    ACTIVITY 1 Answer thefollowing 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?
  • 29.
    ACTIVITY 2 Familiarize yourselfwith 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?
  • 30.
    ACTIVITY 3 Prepare acopy 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.
  • 31.
    ACTIVITY 4 In yourLAC 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.
  • 32.
    LESSON 2: UNPACKING ANDCOMBINING MELCS INTO LEARNING OBJECTIVES
  • 33.
    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
  • 34.
    Resources Required Unpacking andCombining 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
  • 35.
    ACTIVITY 1 Familiarize yourselfwith 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?
  • 36.
    ACTIVITY 2 1. Forma 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.
  • 37.
    ACTIVITY 3 Submit yourActivity 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.
  • 38.
    MODULE 3A: DESIGNING INSTRUCTIONIN THE DIFFERENT LEARNING DELIVERY MODALITIES
  • 39.
    Welcome to Module3. This Module focuses on how lessons and assessments are designed for the distance learning modality prescribed by the Basic Education Learning Continuity Plan (LCP).
  • 40.
    MODULE OBJECTIVES By theend of this Module, you will be able to: 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
  • 41.
    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 ESTIMATED TIME REQUIRED 18-24 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
  • 42.
  • 43.
    By the endof this lesson, you will be able to: 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
  • 44.
    Resources Required Guidance onDistance 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
  • 45.
    ACTIVITY 1 Do aquick 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.
  • 46.
    ACTIVITY 2 Read twodocuments: 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.
  • 47.
    ACTIVITY 3 Consider thesituation 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.
  • 49.
    ACTIVITY 3 The LCPassures 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.
  • 50.
    Well done! Youhave completed Lesson 1. You may now proceed to Lesson 2.
  • 51.
    LESSON 2: DESIGNING LESSONSAND ASSESSMENTS IN THE DIFFERENT LDMs
  • 52.
    By the endof this lesson, you will be able to: 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
  • 53.
    Resources Required  DepEdOrder 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  Lesson 2, Activity 2 Answer Key  Lesson 2, Activity 3 Answer Key  Lesson 2, Activity 5 Answer Key  Lesson 2, Activity 7 Answer Key  Study Notebook Key Topics/Concepts formative assessment; learning materials; learning tasks; lesson design components; portfolios; summative assessment
  • 54.
    ACTIVITY 1 Read DO42, 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.
  • 55.
    ACTIVITY 2 The secondcomponent 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:
  • 56.
    Refer to thelist 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.
  • 57.
    ACTIVITY 3 Lesson designdoes 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.
  • 58.
    ACTIVITY 3 Lesson designdoes 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.
  • 59.
    The learning taskslisted 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).
  • 60.
    ACTIVITY 4 Read thehandout 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
  • 61.
    ACTIVITY 4 Read thehandout 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
  • 64.
    Answer the followingquestions 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.
  • 65.
    Integrating Content AcrossLearning 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.
  • 66.
    ACTIVITY 5 Assessment isalways 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.
  • 68.
    ACTIVITY 6 There arevarious 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.
  • 70.
    Be ready toshare 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?.
  • 71.
    ACTIVITY 7 Sample learningoutputs 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.
  • 73.
    Check out theLesson 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.
  • 74.
    LESSON 3: GUIDING ANDMONITORING LEARNERS IN THE DIFFERENT LDMs
  • 75.
    By the endof this lesson, you will be able to: 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
  • 76.
    Resources Required  AppendixD 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
  • 77.
  • 78.
    The check-up activityintroduced 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.
  • 79.
    ACTIVITY 2 Read items1 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
  • 80.
    »» Key Stage1 (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.
  • 81.
    ACTIVITY 3 Read items7 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.
  • 82.
    ACTIVITY 4 Assume thatafter 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.
  • 83.
    Before leaving thisModule, 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.
  • 84.
    • One wayof 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.
  • 85.
  • 86.
    Now that youare 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.
  • 87.
    MODULE OBJECTIVES By theend of this Module, you will be able to: 1. associate learning resources (LRs) with specific learning modalities 2. access resources from online portals such as DepEd Commons and LR Portal of the Department of Education 3. explain the importance of using quality assured LRs
  • 88.
    MODULE CONTENT Lesson 1.Learning Resource Maps for Distance Learning Lesson 2. Accessing Learning Resources from DepEd Portals Lesson 3. Assessing the LR Materials 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
  • 89.
    LESSON 1: LEARNING RESOURCEMAPS FOR DISTANCE LEARNING
  • 90.
    This lesson willgive you the map of learning resources needed for the implementation of the different Distance Learning (DL) subcategories. By the end of this lesson, you will be able to: 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
  • 91.
    Key Topics/Concepts distance learning;learning resources, LR maps, subcategories of DL Resources Required Learning Resources (LR) Map Study Notebook
  • 92.
    ACTIVITY 1 The DepEdMemorandum 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?
  • 93.
    3. What supportwill 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?
  • 94.
    ACTIVITY 2 In yourLAC 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.
  • 95.
  • 96.
    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. By the end of this lesson, you will be able to: 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
  • 97.
    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
  • 98.
    ACTIVITY 1 Establish accessto 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.
  • 99.
    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?
  • 100.
    ACTIVITY 2 In yournext 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.
  • 101.
  • 102.
    Now you arefamiliar 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. By the end of this lesson, you will be able to: 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
  • 103.
    Key Topics/Concepts learning resources;LR assessment tool; quality assurance Resources Required LR Rapid Assessment Tool Study Notebook
  • 104.
    ACTIVITY 1 Study theLR 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?
  • 105.
    ACTIVITY 2 Explore othernon-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?
  • 106.
    ACTIVITY 3 Choose oneof 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?
  • 107.
    ACTIVITY 4 Share anddiscuss 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.
  • 108.
    MODULE 4: PLANNING FORCONTINUING PROFESSIONAL DEVELOPMENT AND LAC PLANNING
  • 109.
    Learning is acontinuous 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.
  • 110.
    MODULE OBJECTIVES By theend of this Module, you will be able to: 1. carry out your plan for your continuing PD 2. discuss the different PD initiatives/programs related to the LDMs that are available to you, either provided by DepEd or by non-DepEd learning service providers (LSPs) 3. develop a PD plan including the Learning Action Plan 4. commit to your professional growth and development
  • 111.
    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 ESTIMATED TIME REQUIRED 2 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
  • 112.
  • 113.
    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.
  • 114.
    ACTIVITY 1 Assess yourcurrent capabilities and skills using the Professional Self-Assessment Questionnaire.
  • 115.
    ACTIVITY 2 Revisit thePhilippine 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.
  • 116.
    ACTIVITY 3 Answer thefollowing 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.
  • 117.
    Good job! Youare 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..
  • 118.
    LESSON 2: PLANNING FORTHE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE LAC
  • 119.
    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. By the end of this lesson, you will be able to: 1. identify the PD programs available for you 2. reinforce positive feelings about teaching as a career
  • 120.
    Key Topics/Concepts professional development;professional life Resources Required List of NEAP-recognized Programs Individual Development Plan Template PD Discussion Template for LAC
  • 121.
    ACTIVITY 1 1. Accessthe 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.
  • 122.
    ACTIVITY 2 Refer toyour 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.
  • 123.
    MODULE 5: BUILDING THETEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION OF THE MODALITIES
  • 124.
    Congratulations, Ma’am/Sir! Afterfinishing 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.
  • 125.
    MODULE OBJECTIVES By theend 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
  • 126.
    MODULE CONTENT Lesson 1- The Teaching Portfolio and Its Contents LAC Session* Lesson 2 - The Evaluation Rubric LAC Session* 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
  • 127.
    LESSON 1: THE TEACHINGPORTFOLIO AND ITS CONTENTS
  • 128.
    This lesson willintroduce 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
  • 129.
    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
  • 130.
    ACTIVITY 1 Before youbegin 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.
  • 131.
    ACTIVITY 2 Study theReading 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?
  • 132.
    ACTIVITY 3 Familiarize yourselfwith 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.
  • 133.
    ACTIVITY 4 In yourLAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with your colleagues.
  • 134.
    ACTIVITY 5 Based onthe 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.
  • 135.
  • 136.
    This section willpresent 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
  • 137.
    Key Topics/Concepts evaluation rubric;LDM implementation; portfolio Resources Required Evaluation Rubric Study Notebook
  • 138.
    ACTIVITY 1 Study thecriteria 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.
  • 139.
    ACTIVITY 2 Discuss andshare 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.
  • 140.
    As a finalreminder, 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!
  • 141.

Editor's Notes

  • #6 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader
  • #25 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader
  • #42 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader
  • #89 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader
  • #112 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader
  • #127 *LAC Sessions are included in the activities but may be optional as determined by the LAC Members under the guidance of the LAC Leader