LDM2 Module 3 Lesson 3

LDM2 Module 3 Lesson 3

GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

• differentiate a weekly home learning plan from an individual learning monitoring plan

  
  

• create a weekly home learning plan

  create an individual learning monitoring plan

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

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

ACTIVITY 1

Answer the simple check-up quiz below. Read the description carefully. Write your answers in your study notebook.

Multiple Choice

These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning task.

• learning area

• mode of delivery

• learning competencies

• learning task

Multiple Choice

These are the formative learning opportunities given to learners to engage them in the subject matter and to enhance their understanding of the content.

• learning area

• mode of delivery

• learning competencies

• learning task

Multiple Choice

This refers to the prescribed subject that learners take.

• learning area

• mode of delivery

• learning competencies

• learning task

Multiple Choice

This refers to the method of submission of learning outputs preferred by the learner/parent based on their context.

• learning area

• mode of delivery

• learning competencies

• learning task

Key Components of a Weekly Home Learning Plan (WHLP)

• Learning Area

• Learning Tasks

• Learning Competencies

• Mode of Delivery

Learning Area

This refers to the prescribed subject that learners take.

Learning Tasks

These are the formative learning opportunities given to learners to engage them in the subject matter and to enhance their understanding of the content.

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.

Learning Competencies

These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning task.

Mode of Delivery

This refers to the method of submission of learning outputs preferred by the learner/parent based on their context.

Weekly Home Learning Plan (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).

• also trains learners to take responsibility for their own learning as they follow the prescribed schedule in the plan.

Remember

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 are as follows:

Recommended Screen Time

• »» 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)

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.

Multiple Choice

For whom? Weekly Home Learning Plan (WHLP)

• Learners only

• Learning facilitator or household partner

• Learners and learning facilitator or household partner

Multiple Choice

For whom? Individual Monitoring Plan (IMP)

• Learners, teachers and learning facilitator or household partner.

• Teachers and learning facilitator or household partner

• Learning facilitator or household partner

Multiple Select

Check the components of WHLP

• learning competencies

• learner’s needs

• learning area

• learning tasks

• mode of delivery

Multiple Select

Check the components of IMP

• intervention

  strategies

• learner’s needs

• learning area

• learner’s status

• monitoring date

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, we will be able to design lessons with our best efforts, and maximize learning in this new context.

• It is important for us 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.

Before leaving this Module, take note of the following key messages:

• One way of getting feedback from learners is by communicating regularly with them and their families. As teachers, we need to make our 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, we are part of a larger community of learners, and would need support from our Coaches, School Heads, and fellow teachers as we adapt to the new normal.

Before leaving this Module, take note of the following key messages:

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.

Multiple Choice

For whom? Weekly Home Learning Plan (WHLP)

• Learners only

• Learning facilitator or household partner

• Learners and learning facilitator or household partner