Laurice Studynotebook

My Study Note

Ms. Laurice A.Olegario

MODULE 1: COURSE ORIENTATION MODULE OBJECTIVE By the end of this Module, you will be able to describe what this course is about MODULE CONTENT and how it willOverview help you manage the teaching-learning process in the Lesson 1: Course modalities. Lesson 2: Organizing your Learning Action Cell (LAC) LAC Session 1 ESTIMATED TIME REQUIRED 4 hours

LESSON 1: COURSE OVERVIEW 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?

The main delivery of this course is Distance Modular Learning. The independent study through self-learning modules to be available in electronic (online/offline) and printed version.

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

This course will help ensure of delivering quality instruction that all learners have accessed to quality education where learning takes place between the teacher and the learner who are geographically remote from each other during instruction.

3. What are the two support mechanisms that will help you with your learning in this course?

The two support mechanism that can help me with this course are the LDM1 and LDM 2. LDM1 is focused on the implementation and management of the alternative learning delivery system at all levels while LDM2 is intended for the teachers and it focused on the instructional implications.

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? . I think it will be a great help especially in doing task in LDM2 my eagerness to learn with the new things can contribute to make this work successfully

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? I think I can overcome whatever hindrances I may face , with the motivation of my colleagues and my willingness to learn , I can ensure that I can sustain and can turn my weakness into a positive one.

HABITS (What is it that I repeatedly do that may affect my participation in the course in a positive or negative way?)

Ensuring every work is done and detailed Working and finishing task on time Sharing knowledge and skills Checking updates frequently Exploring for more available materials and resources

OBSTACLES (What will prevent me from participating fully in this course?)

Too many house hold chores and personal matters to attend to Need time to focused or concentrate Means of communication Slow Internet Connection

Limited Access to some applications, websites etc.

MOTIVATION (What will push me to participate in this course?)

Eagerness to learn ,re-learn and unlearn . Think positively, and love what you do. Stay focused and keep your burning desire to do the work. Making time more productive Collaborate to learn and Upgrade keeping on track Be committed, because commitment is the enemy of resistance. Learn to dedicate yourself in your work no matter what.

ENVIRONMENT (Where will I accomplish the requirements of this course? Describe this environment.)

Flexible and accessible resources School and home where in massive participation is much required Accessibility to the internet connectivity Continuous guidance thru virtual meeting Flexible working hours due to work Availability of resources

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC) ACTIVITY 1. Begin by refreshing your memory on the Learning 1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Actionthe following objectives from easiest to the most difficult to achieve: Rank Cell. Read the teaching-learning process to improve learning among students _ To improve _DepEd To nurture successful teachers Order No.teachers to support each other to continuously improve their content and pedagogical knowledge, To enable 35 s. 2016 practice, skills, and attitudes “Thea professional collaborative spirit among School Heads, teachers, and the community as a whole _titled To foster Learning Action Cell To as improve the K tothe teaching-learning process to improve learning among students To 12 nurture Basicsuccessful teachers To enable Education teachers to support each other to continuously improve their content and pedagogical knowledge, Program practice, skills, and attitudes To foster a professional collaborative spirit among School Heads, teachers, and the community as a whole School Based Continuing Professiona l Developme nt Strategy for the Improveme nt of Teaching and Learning.” Once you’re done, answer the 2. What are the top three challenges to having a successful LAC? List down and elaborate. following questions. Write your Writing a LAC plan responses and me any For this is the most important for the successful LAC. The certain group must organize and plan other ideas for the said activity. It will help for the smooth , easy and fast LAC Session and reflections in your Study Notebook.

ACTIVITY 2. See LDM Module 1 – page 5 ACTIVITY 3. List down the members of your LAC and their respective roles in your Study Notebook. FORM 1: LAC PROFILE This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION:

LAC ID (name or number):

Number of LAC members:

Name of LAC Facilitator:

Designation/Position:

LAC Members:

NAME

Male/ Female

DESIGNATION/ POSITION

DIVISION/S

Contact details (email, mobile number)

Preferred contact mode (email, phone, Skype, Zoom, Google Meet, Viber, FB)

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs) MODULE OBJECTIVE 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

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS 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?

In general English subject for instance, I think the most fundamental concern in terms of curriculum standards is the part where learners need to apply or perform what they have learned in a real life situation. Learners are limited by their age to perform such activity or lack of materials needed for the activity in English and those who have no internet connection may not be able to search online. This is a challenge on my part as a teacher as I may not be able to compel them because these are difficult times. I just hope that the LGUs could help in putting up community wifi connections for the learners to continue learning and be hopeful and not feel hopeless.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why or why not?

I believe that in the K-12 Curriculum, the subjects were already decongested. However, time allotment is short to elicit mastery of learning competencies.

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? The Department of Education’s Bureau of Curriculum Development developed MELcs to cope with the drastic change in the educational atmosphere due to Covid 19 pandemic. The focus of instruction were streamlined to the most essential or most indispensable learning competencies. MELC is also developed in response to UNESCO’S fourth sustainable development goal and that is to develop resilient education systems, most especially during emergencies. MELCs can be used as mechanism to ensure education continuity MELCs intend to assist schools in navigating the limited number of school days as they employ multiple delivery schemes by providing them ample instructional space

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

Curriculum review led to the Identification of gaps, issues, and concerns within and across learning areas and grade levels. It helped in the Identification of areas of improvement that would enhance the learning engagement, experience, and outcomes and consequently recommend solutions.

3. What is the difference between essential learning competencies and desirable learning competencies?

Essential learning competencies are competencies that the students need and considered indispensable in the teaching –learning process to build skills to equip them for subsequent grade levels and consequently, for life-long learning. On the other hand, desirable learning competencies are competencies that may enhance education but may not be necessary in building foundational skills.

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? In determining the criteria for the selection of the MELCs, the Department collaborated with stakeholders from ACTRC, during which the descriptor –ENDURANCE- was considered the primary determining factor. A learning competency is considered enduring if it remains with learners long after a test or unit of study is completed or if it is useful beyond a single test or unit of study. Examples of such learning competencies include research skills, reading comprehension , writing , map reading , and hypothesis testing, which are essential in may professions and in every day life (Reeves,2002; Many & Horrell, 2014). The Department then identified the MELCs across all learning areas through the application of these understandings. Necessary in this process is the decision whether a learning competency is to be retained, merged, dropped, or rephrased. As a general rule, a learning competency is retained if it satisfies the endurance criterion which greatly contributes to life-long learning and is a prerequisite skill to the next grade level. Two or more learning competencies are merged or clustered if they have the same objective or learning intention and can therefore be combined into one comprehensive learning competency . However learning competencies are removed/dropped due to the following reasons: They are too specific( and the articulation is similar to that of a learning objective). They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or grade level. They are recurring They are subsumed in another learning competency. Finally, a learning competency is rephrased to be more concise.

5.

What is the importance of the MELCs in ensuring the delivery of quality instruction?

MELCs ensures delivery of quality instruction as it becomes the primary reference in determining and implementing learning delivery approaches that are suited to the local context and diversity of learners while adapting to the challenges posed by COVID-19.

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.

K TO 12 LEARNING COMPETENCIES

EN7SS-I-b-1.5.1: Skim for major ideas using headings as guide MERGED/CLUSTERED

-EN7SS-I-a-1.5-2: Scan for specific information

EN7VC-I-d-6: Identify the genre of the material viewed (such as movie clip, trailer, news flash, internet-based program, documentary, video, etc.)  RETAINED

DROPPED

-EN7RC-I-e-2.15: Use nonlinear visual as comprehensive aids in content texts

MELCS

-EN7RC-I-a-7: Use the appropriate reading style(scanning, skimming, speed reading, intensive reading etc.) for one’s purpose

EN7VC-I-d-6: Identify the genre of the material viewed (such as movie clip, trailer, news flash, internet-based program, documentary, video, etc.)

K TO 12 LEARNING COMPETENCIES

MERGED/CLUSTERED

RETAINED

DROPPED

MELCS

ACTIVITY 4. In your LAC Session, discuss and share your answers to Activities Identification of whether the competency is to be maintained , combined, dropped, or rephrased is important. 1-3 in this Learning Skills should still concentrate on the study, understanding and writing skills that are essential to our everyday lives. A list of the features of important learning skills has been presented to help participants lesson. determine Discuss anywhich of the most relevant LCs are. questions about the MELCs that need clarificatio n as well. Share your thoughts and let your coteachers articulate their insights regarding your questions. Jot down all the insights shared in the discussion, including your own, LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES in your ACTIVITY 1. Study Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document, Notebook. 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?

We need to unpacked MELCs or ELC in order to systematize learning activities and effectively address the varying needs of learners and the challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each. Alignment on the content and Performance Standards- in unpacking MELCs we must consider this feature in order for to achieve a quality teaching output. Prerequisite knowledge and skills- curriculum objective must be hierarchy , Mastering Fundamental knowledge is a must before going to the other level of learning. Logical sequence of learning objectives- We can’t give a better learning ideas to our students if our objective is not logical sequence. Planning what are the most important objective is key frame in achieving better understanding of our learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not? There are considerations and criteria in unpacking or combining. The teacher may unpack or combine depending on the need of the learners, and for as long as the content and performance standards are attained.

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.

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES MODULE OBJECTIVE 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 MODULEtasks 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 to 24 hours

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs ACTIVITY 1. 1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write your own definitions in your Study Notebook. Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are physically in one venue. There are opportunities for active engagement, immediate feedback and socioemotional development of learners. It may be conducted in any available physical learning space. Distance learning refers to a learning delivery modality where a learner is given materials or access to resources and he/she undertakes self-directed study at home or in another venue. Learners engage in independent learning at home or in any physical learning space applicable, by using learning materials that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-based instruction while being geographically distant from the teacher. The teacher supervises and monitors the learner’s progress and provides remediation and enhancement when needed and possible. Assistance may be provided by a learning facilitator who may be a parent or any member of the family, or a community stakeholder. Blended learning refers to a learning delivery modality using a combination of the features of F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and any combination of the other types of distance learning. Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as authorized facilitators instead of classroom teachers. This does not preclude going to a school on specific periods to develop learning competencies that require the use of laboratory, equipment, and others. It uses any or a combination of the various learning delivery modalities.

2.

Which of the LDMs do not have an F2F learning component? Write down your answer in your Study Notebook Distance learning Home schooling if done via distance learning

ACTIVITY 2. See LDM Module 3A – page 15 ACTIVITY 3. Consider the situation in your School/Divi sion—your organizatio nal Ranking (1 to 5, from capabilities easiest to Type of DL , your level hardest to of implement) resources (infrastruct ure, financial, human), 1 MDL level of experience in DL, health and safety status, context and 2 BL capacities of your learners and their households , etc. Then rank the DL types— 3 MDL, ODL, TVBI, RBI, ODL and BL— from easiest to most difficult to implement. 4 Give the TVBL reasons for your ranking of each. Replicate the RBL following 5 table and write your answers in your Study Notebook.

Why?

A best way of learning and it is designed for every student’s level of learning by engaging and reacting to different tasks of success.

Learning style, in which student learn through online and mobile media as well as conventional face to face instructions. For each student, this learning method needs secure internet connectivity and gadget ,but then students can have their option of providing a module to cope with other learners.

Online delivery learning is not particularly applicable to all learners.

During the lessons, The TVBL will encounter various challenges such as diversion and there is no exact guidance for this method of delivery how it will be done specifically for assessment and evaluation.

During the lesson, the RBL will encounter various challenges such as diversion and there is no exact guidance for this form of delivery how it will be done explicitly for assessment and evaluation.

ACTIVITY 4. The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might require special consideration to be able to participate in DL. Describe what targeted interventions you would develop to include them. Listed below are some examples which may be relevant to your context. Add others as appropriate. Write down your answers in your Study Notebook LEARNER GROUP

Learners without parents or household member who can guide and support their learning at home. Beginning readers (K to 3)

TARGETED INTERVENTION

Seek assistance from relatives or LGU .Peer learning can be done among relatives. Obtain support through text messages from respective teachers.

Prepare and provide reading and supplementary materials for beginners that will help the pupils to improve their reading skills. Make materials that are attractive to pupils.

Struggling readers (Grades 4-12)

Arrange reading materials from easy to difficult task. Provide instructional video materials for the learners.

No access to devices and Internet

Provide non ICT based like printed modules and other activity sheet. Modular approach can be used. Parent-Teacher support can help a lot as well as peer learning or family members shall act as facilitator of learning.

Inaccessible (living in remote and/or unsafe areas)

Use modular learning with localized learning materials.Ask help from LGU distribution of learning resources.

Indigenous People

Coordinate with the LGU to help in the materials needed by the learners.

Persons with Disabilities

Other? Specify.

Refer to the nearest school offering SPED Program. Use blended learning with assistive technology devices. Interview parents through phone call.

Provide interesting video of the lesson . Always monitor the students .Let the students present their works often.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs 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?

It is the process of deciding what learning opportunities the student will have in school, the quality of instructions , teaching materials, the arrangement of learning exercises and grouping strategies, and the timing and allocation of instructional time to be determined.

2. Why is lesson designing important?

Time is maximized for instruction and learning, lessons are attentive to the need of the learners , teachers set learning goals for the learners , teachers effectively carry out a lesson, teachers master their learning field , teachers become more positive about their teaching and the learners achieve the aim set.

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

Clearly articulated lesson objectives Well-selected and logically sequenced presentation of learning resources and activities to help learners meet the objectives. Appropriate and timely assessment activities that provide relevant information and feedback for both teachers and learners.

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: Before the Lesson Lesson Proper After the Lesson

Review previous lesson

Provide learners with feedback

Wrap up activities

Clarify concepts from  previous lesson

Check for learner’s understanding

State lesson objectives  as guide for learners

Explain, model, demonstrate, and illustrate the concepts, ideas, skill, or processes that students will eventually internalize

Provide  connection between  old and  and new  lesson  and establish purpose  for new lesson

Help learners understand and master new information

Emphasize key information and concept discussed

Assess whether the lesson has been mastered

Transfer ideas and concept to new situations

ACTIVITY 3. 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 ACTIVITY 4. Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL Grade Level and Learning Area: Lesson/Topic: Learning Objectives: Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks

Before the Lesson 1. Review previous lesson 2. Clarify concepts from previous lesson 3. Present warm-up activities to establish interest in new lesson 4. Check learner’s prior knowledge about the new lesson 5. Present connection between old and new lesson and establish purpose for new lesson 6. State lesson objectives as guide for learners

Check if already present in the SLM

Additional Remarks: (ex. can be done via voice calls, can be facilitated by a household partner, can be done via a learning activity sheet, can be presented via an internet based resource, can be facilitated during a synchronous learning session, etc.)

Lesson Proper 1. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will eventually internalize 2. Help learners understand and master new information 3. Provide learners with feedback 4. Check After thefor Lesson learners’understanding 1. Wrap up activities 2. Emphasize key information and concepts discussed 3. Ask learners to recall key activities and concepts discussed 4. Reinforce what teacher has taught 5. Assess whether lesson has been mastered 6. Transfer ideas and concepts to new situations Answer the following questions in your Study Notebook: 1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate to supplement the SLM?

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?

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

ACTIVITY 6. Which assessment methods can you adapt inAssessment DL considering Method the content 1. area HOTS that you are teaching? In your 2. study PORTFOLIO notebook, recreate the 3. PICTORIAL /VIDEOS following table and list five methods 4. DIGITAL TOOLS that you would like to try. For each one, 5. write how ASSESSMENT FEEDBACK(EMOTICONS) you plan to use it in DL.

How to Adapt the Assessment Method in DL I will send question via messenger or text based on the topic to evaluate their thoughts that can affect the ability, speed and effectiveness of learning. I will ask the learner to answer three questions based on the topics they had read. Afterward, I will ask them again If there is something that they did not understand and will discuss the answers once we meet online again.

I will ask the learners to provide portfolio to show their cumulative efforts and learning over time. It will offer a valuable data about learner’s improvement and skill mastery. Performance task in learning activity, assess through pictorials of performance and tangible products that serves evidence of learning. I will ask learner’s to submit reflection videos or photos of their progress. You can partner with parents to take those videos or photos , especially for learners in the younger years.

Sending assessment Google form through messenger and email or via text messages . Construct an assessment feedback using emoticons valence happy, sad or confused, Through this, you can easily get the reactions or feedback of the learners on a certain topic

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?

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs ACTIVITY 1. 1. 2. 3. 4. 5. 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. Weekly Home Learning Plan (WHLP)

 A tool to guide learners  and learning Purpose

For Whom?

Components

Has to be communicated to parents?

facilitators  or household  partners. In tracking  the subject  areas to be tackled  and activities to  perform at home

Learners and learning facilitator or household partner

Learning area , Learning competencies, learning tasks, mode of delivery

Yes

Individual Learning Monitoring Plan (ILMP)

A tool monitoring learners who lag behind based on the results of their formative and summative assessment

Teachers and learning facilitator or household partner

Learner’s needs intervention strategies monitoring date, learner’s status

Yes

MODULE 3B: LEARNING RESOURCES MODULE OBJECTIVE 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 MODULE CONTENT of the Lesson 1. Learning Resource Maps for Distance Learning Department of Education Lesson 2. Accessing Learning Resources from DepEdLRs Portals 3. explain the importance of using quality assured Lesson 3. Assessing the LR Materials ESTIMATED TIME REQUIRED 4 hours

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING ACTIVITY 1. 1. Based on the map, what resources should you have in order to implement the LDM adopted by your School/Division? Our School implement Modular Distant Learning  (MDL)  and Online Distance Learning ODL so in order to achieve  these LDM  we need  to have   printed  Self Learning  Module (SLM). This SLM  will be distributed  to the learners .and we also have Moodle app for those students who chose Online Distance Learning.

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? YES

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can you get this support? Using the Deped LR  we can easily  find and obtain  our need SLM. but before  we can open  the portal we need  to have an internet  access  and permission  of the administrator. From our ICT  coordinator  designated  as the admin  of the portal.

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners? Are there learners who might be disadvantaged by the materials (based on reading ability, level

of learning independence, level of household support, distance)? What adjustments will you make in terms of the LRs? The LR Materials  are all appropriate to the level  of our learners  for the reason  that it is based  on the MELCs . If there’s a learner  who has a disadvantage in taking  the materials  so we need  to have a separate  LR for her/him.

ACTIVITY 2. In your LAC Session, share and discuss your After the discussions and exchanging of ideas we come up with the answers different from the ideas regarding LR. Learning resources and SLM are now ready previous to our portal given by the national for our Modular Distant Learning so activity. the only help that my colleagues can offer is to print the SLM for What support distribution to our learners. 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.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS ACTIVITY 1. 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 After the LAC Session we had seen a clearer view in making our own LR’’s and in choosing and downloading LR’s in our your deped portal. A membertoof the group suggested that we must adapt this tool and used it every time we make our own LR’s. answers 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 informatio n regarding the use of the LR portals in your Study Notebook.

LESSON 3: ASSESSING THE LR MATERIALS 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.

Is the LR Material

Yes 

1.Connected and Relevant to the MELcs

/

2.Appropriate to the grade level  and learner characteristics  in terms of language activities?

/

3.Easy to practice  and/or disseminate ?

/

4.From a credible source/author?

/

5.Culture- and gender fair?

/

6.Free from  red flags  on possible  copyright and plagiarism  issues

/

7.the layout  and format is  easy  to read and  pleasing to the eyes 

/

NO                           Cannot be determined                    

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?

ACTIVITY 2. Explore other nonDepEd LR portals/pla tforms you can find Deped  prescribes LRs are reliable  and aligned  in the basic  requirement  needed for choosing  LR’s  while non  deped LR’s online. sometimes deviate from the requirements  of Standard Lr’s . Take note of the portals in your Study Notebook. Download at least one LR from each portal. Assess the materials using the same 2. tool Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and and answer the Non DepEd portals — still need? Deped  materials  before poting  to the deped portal  were being examined  by the deped  personnel  So I think there’s no following revisions for that but  non deped materials  of course need  to be examined first  and must be aligned  to the assessment  tool questions given by deped. 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?

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? I had made a learning resources in my Grade 10 students with the Title Activity Sheet Usage of Adjectives . When I saw the Asessment tool I had knew that I am lacking and didn’t meet some requirement prescribed by Deped

2. What improvements do you still need to make in your developed material? Need to improve the sources of the activity and the type of font to make it readable to my students. Also I will consider the culture and gender fair next time.

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC PLANNING ON

MODULE OBJECTIVE 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

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT ACTIVITY 1. See LDM Module 4 – page 37 ACTIVITY 2. Revisit the Philippine Professiona l Standards for Teachers (PPST) found in the LDM2 Course Overview. Reflect on your selfassessment from Activity 1. What particular professiona l 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.

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? What is your goal toward improving your teaching practices in the modalities?

What will push you to achieve this goal?

To produce quality output , learner’s ready and fully equipped.

Improving my teaching strategies and practices.

Can make the best lessons for the new normal class

Learning to unpacking and combining the MELCs Applying the assessment tool in choosing learning resources for the modules.

Provide the quality modules for my students in the Modular Distant learning this new normal

Learn the basic and standards in using TVBI and RBI modalities to answer all my queries.

I want to try and apply TVBI and RBI in our school for the opening of classes.

What will help you attain this goal?

Continue my professional development. Study and apply the MELCs given by DepEd Creating account in the LRMDS and DepEd commons. TVBI and RBI modules and MOA for the TV and Radio stations.

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION OF THE MODALITIES MODULE OBJECTIVE 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 MODULE CONTENTpractice based on the professional standards Lesson 1 - The Teaching Portfolio and Its Contents Lesson 2 - The Evaluation Rubric ESTIMATED TIME REQUIRED 4 hours

Expected Outputs and Assessment for LDM2 Teachers, Modules 1-4 (before practicum)

Module

Expected Outputs (to be submitted to LAC Leaders)

Module 1 Course Orientation

No outputs for submission

Module 2 MELCs

Individual/LAC Group Presentation on Unpacking of a Sample MELC

Module 3A Lesson Design and Assessment

● ● ● ● ● ● ●

List of targeted learner interventions Learning tasks for DL Assessment methods in DL Weekly Home Learning Plan for 1 subject Individual Learning Monitoring Plan for a student who lags behind in completing the learning tasks LAC 3 Teacher Engagement Report (Optional if LAC session was conducted) LAC 3 Session Report (Optional if LAC session was conducted)

Module 3B Learning Resources

●

Two (2) accomplished LR Rapid Assessment Tools with reflections

Module 4 PD and LAC Planning

●

Finalized LDM Individual Development Plan (produced after discussion during LAC)

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS ACTIVITY 2. Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the following questions and jot down your answers in your Study Notebook: 1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?

 Portfolios are intended to evaluate  learning progress and achievement  in a specific course,  by completing my portfolio in LAC  sessions  about LDMs I can  scan my  finished  portfolio and go  to the topic  and preparing MELCs. Then If will choose  what learning  resources  to be used  in my topic . I can refer to Learning  Resources  topics and how  to download it in DEPEd Portals.

2. What evidence from the previous modules will help capture the progress of your teaching practice?

In the previous module which is Module 4, I had learned about making Individual development Plan by this I can now assess my weakness and strength in terms of my teaching practices. One of the best example is analyzing what domain do I need to focus more and make a development plan for that. _

3. Why is writing down your reflections an integral part of your Portfolio? In every work or task given it must have a reflection within. Making of it is an integral part because It serves as a compilation of our knowledge and understanding towards the topic. It also measures our affectively being our consciousness and even our judgement in a certain topic.

ACTIVITY 3. Familiarize yourself with the List of Suggested ACTIVITIES EvidenceDocumentation of Lesson Delivery  Form. Is the list Researching  of and Incorporating  evidenceTeaching strategies  in the modalities  enough to capture Participation  in recognized  PDs that are aligned with their  Professional  the Goals  anchored  on Philippine Standards  for Teachers progressProfessional  of (PPST) your teachingOrganizing the Professional   Portfolio practice? Submission  of Portfolio to Coach/es What other evidenceCo-learning with  Peers and  Coach/es 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.

TIMELINE

OUTPUT/S

August to November 

At least  2 recorded lessons (online learning) or

August to November 

Lesson plan( at least  2 per month)

August to November 

Certification of Participation  with PD credits units

December

Professional Portfolio

December

Certificate of submission

At least once  a month starting September  2000

Video Recording

LESSON 2: THE EVALUATION RUBRIC ACTIVITY 1. Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts about the Rubric in your Study Notebook.

Distance Learning  Modality 

Distinguising Feature 

Essential Resources 

Role of Teacher 

Role of Parents  or Household Members 

Role of School

Modular Distance Learning 

Self Learning Module 

Competency Based  printed learning material  module and activity sheets 

Prepare  printed  modules  Monitor and assess the learners 

Guide the learners  and serve as parateacher

Coordinate with  the LGU for the manner of delivery and retrieval  of printed modules 

Online Distance Learning

Online Instruction

Internet access Gadgets (smartphones, laptop, desktop and tablet

Facilitator  of learning  in digital  platforms  

Provide internet connection  for learners and digital  devices/ gadgets 

Provide strong  Internet access for teachers  in school

TV-BASED Instruction

Television

Educational  television programs and channel 

Scheduled  broadcast  of the lessons

Guide the learners 

Provide the TV program  and broadcasting

Radio-based Instruction

Radio based Instruction 

Educational  Radio  Station Programs 

Serve  as radio  broadcaster 

Guide the learners

Provide the radio  station and broadcasting 

Blended Distance Learning

Combination of traditional and technological  learning 

Internet access Digital  devices or gadgets  Printed materials

Facilitator of learning

Guide and support  learner’s need 

Monitor and supervise the  implementation of BDL