Teachers Portfolio Rhea

Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
HDA. CONCHITA NATIONAL HIGH SCHOOL
LDM2
TEACHER’S PORTFOLIO
PREPARED BY:
RHEA JANE A. PILLADO

SUBJECT TEACHER
CONTENTS
Address: Hda. Conchita, San Dionisio Iloilo, 5015

Cellphone No.: 09956708037
E-mail address: 311014.iloilo@deped.gov.ph
PART 1: LDM SELECTION AND IMPLEMENTATION PLANNING
EXPECTED OUTPUTS
MODULE 2  Individual/LAC Group
MELC’S Presentation on Unpacking of a
sample of MELC’s
MODULE 3A  List of targeted learner
LESSON DESIGN AND ASSESSMENT interventions
 Learning tasks for DL
 Assessment methods in DL
Weekly Home Learning Plan for 1
subject
 Individual Monitoring Plan for a
Student who lags, behind in
completing the learning tasks
 LAC 3 Teacher Engagement
Report
 LAC Session Report
MODULE 3B  Two accomplished LR Rapid
LEARNING RESOURCES Assessment Tools with reflections
MODULE 4  Finalized LDM Individual
PD & LAC PLANNING Development Plan (produced
after discussion during LAC)
PART II: LDM IMPLEMENTATION PORTFOLIO

 Daily lesson log
 Recordings of Class Instructions

PART I
LDM SELECTION
AND
IMPLEMENTATION PLANNING

MODULE 2
MOST ESSENTIAL LEARNING
COMPETENCIES
UNPACKING OF SAMPLE MELC’S

K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERED  Illustrates the slope of  Illustrates and finds the
the line (M8AL-Ie-4) slope of a line given two
points, equation and
 Finds the slope of a line
graph. (Quarter I)
given two points,
equation, and graph

(M8AL-Ie-5)
 Solves problems
 Solves a system of
involving systems of
linear equations in two
variables by (a)
variables by (a)
graphing; (b)
graphing; (b)
substitution; (c)
substitution; (c)
elimination (M8AL-Ii-j-
elimination. (Quarter I)
1)
 Solves problems
involving systems of
variables (M8AL-Ii-j-2)
 Illustrates and graphs

 Illustrates linear linear equations in two
inequalities in two variables.
variables (M8AL-IIa-1)
(Quarter II)
 Graphs linear
inequalities in two
variables (M8AL-IIa-3)
 Graphs and illustrates a

linear function and its
 Illustrates a linear (a) domain; (b)range; (c)
function
(M8AL-IId-2)
table of values; (d)

intercepts and (e)slope.
 Graphs a linear
function’s (a) domain; (Quarter II)
(b)range; (c) table of
values; (d) intercepts
and (e)slope (M8AL-IId-
e-1)
RETAINED  All competencies were

retained except for
those merged and
dropped.
Solves a system of
linear inequalities in
DROPPED two variables (M8AL-
IIb-1)

MODULE 3A
LESSON DESIGN
AND
ASSESSMENT
LIST OF TARGETED LEARNER INTERVENTIONS
LEARNER GROUP TARGETED INTERVENTION

Learners without

parents or Make a weekly supervisory plan for them and check their module
household and activity sheets. Organize, if possible, a learning support system
member who can in the area that can be composed of volunteers to aid these
guide and learners.
support their
learning at home.
Beginning N/A
readers (K to 3)
Struggling N/A
readers (Grades
4-12)
No access to Provide self-learning modules and other additional learning

devices and materials.
Internet
Inaccessible Coordinate with their barangay officials to assist the teachers in

(living in remote delivering the self-learning modules and other additional learning
and/or unsafe materials.
areas)
Indigenous
N/A
People
Persons with Assess the particular needs of these learners and provide them with
Disabilities the materials that would suffice it.
Other? Specify.
LEARNING TASKS FOR DISTANCE LEARNING
Learning Delivery Modality (select one): Modular Distance Learning
Grade Level and Learning Area: Mathematics 8
Lesson/Topic: Factoring Polynomials (M8AL-Ia-b-1)

Learning Objectives: The learner should be able to:
Factors completely polynomials with common monomial factor;

Factors completely difference of two squares;
Factors completely sum and difference of two cubes;
Factors completely perfect squares trinomials;
Factors completely general trinomials.
Learning Resources/Materials Needed: Printed Modules, laptop, phone
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a
household partner, can be
Check if already
done via a learning activity
Part of Lesson / Learning Tasks present in the
sheet, can be presented via an
SLM
internet-based resource, can
be facilitated during a
synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson Learning Activity Sheet

2. Clarify concepts from / Voice Call
previous lesson
3. Present warm-up activities / Learning Activity Sheet
to establish interest in new
Learning Activity Sheet,
lesson /
synchronous learning, voice call
4. Check learner’s prior
knowledge about the new / Voice call
lesson
5. Present connection between
old and new lesson and / Learning Activity Sheet
establish purpose for new
lesson
6. State lesson objectives as
guide for learners
Lesson Proper
1. Explain, model, / Synchronous learning, learning
demonstrate, and illustrate the activity sheet
concepts, ideas, skills, or
processes that students will
eventually internalize / Synchronous learning, learning
2. Help learners understand activity sheet
Synchronous learning, learning

and master new information / activity sheet
3. Provide learners with
feedback / Household Partner, voice call
4. Check for learners

’understanding
After the Lesson

1. Wrap up activities / Synchronous learning
2. Emphasize key information / Synchronous learning, learning
and concepts discussed activity sheet
3. Ask learners to recall key / Voice call
activities and concepts
Synchronous learning
discussed /
4. Reinforce what teacher has
taught / Synchronous learning, voice call
5. Assess whether lesson has
been mastered / Synchronous learning, voice call
6. Transfer ideas and concepts
to new situations
DIFFERENT DISTANCE LEARNING MODALITIES

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Most of our learners belong to less-fortunate families who are
Modular Distance apparently not capable of providing the necessary tools and
Learning equipment like computer, smartphones, internet connections,
1 television, etc. in order for them to participate in Online Learning
and other learning modalities. Many of them also reside in far-
flung areas where signal reception is not possible so modular
distance learning is the best fit modality for them.
Blended Learning When the current situation due to this pandemic becomes better,
the school may include the face-to-face instruction along with the
existing modular learning. This is to provide better instructional
2
support, monitoring, and evaluation to the learners to ensure that
the quality of education is being delivered.
TV-Based TVBI is possible but not to everyone. As mentioned above, most of

Instruction the learners’ families are not capable of providing this type of
3
device.
Radio-Based Most families in the community now-a-days do not use radios

Instruction anymore. In some households this is still present but the signal
reception is still their biggest hurdle.
4
Online Learning Based from the data collected from the LESFs, a very small number
of learners selected this type of instruction simply because most
the learners are not capable of this as stated in the above
5 explanations.
ASSESSMENT METHODS IN DISTANCE LEARNING

Which assessment methods can you adapt in DL considering the content area that you are teaching?
In your study notebook, recreate the following table and list five methods that you would like to try.
For each one, write how you plan to use it in DL.
Assessment
How to Adapt the Assessment Method in DL
Method
1. KWL By using google form to know the learner’s knowledge, what they
want to know and what they want to learn. But of course, with stable
internet connectivity. If online learning is not possible, I will include a
KWL sheet in my printed module to get answers from the learners.
2. 10 Items Send the 10 items Formative assessment through Group Chat and it
Formative will be corrected during online meeting in google meet; or with stable
Assessment internet connection, I will engage my students in a Quiz type game app
like Kahoot! in conducting formative assessments.
3. Performance task Instructions and rubrics will be on their printed modules, and their
outputs will be video recorded and will be send via email or
messenger. If internet connection is not stable, they could save it in a
Flash drive or disc and include it in the retrieval of modules.
4. Summative test/ By using google form to assess their learning, summative test will be
Long test opened by link. This will make it easier to checked with a generated
result for the teacher. But of course, with stable internet connectivity.
If online learning is not possible, I will include the test paper sheet in
my printed module to get answers from the learners.
5. Reflection/ Instructions and rubrics will be included in their printed modules and
Reflective Writing will be passed on the retrieval period.
WEEKLY HOME LEARNING PLAN FOR 1 SUBJECT

WEEKLY HOME LEARNING PLAN

Mathematics 8
Week 1 Quarter 1
October 5-9, 2020
Day Learning Learning Learning Tasks Mode of
& Area Competenc Delivery
Time y
8:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
-
9:00
9:00 Have a short exercise/meditation/bonding with family.
-
9:30
Tuesday
9:30 Mathematic The learner Mathematics 8 Module 1 Personal
- s8 factors Quarter I, Week 1 submission by
11:3 completely the
0 different Polynomial is an expression consisting of variables and parent/guardia
types of coefficients, that involves only the operations of addition, n to the teacher
polynomials subtraction, multiplication and non-negative integer during the
(polynomials exponents of variables. distribution
with Study given examples 1 and 2. and retrieval of
common modules
monomial scheduled
factor, every Friday
difference of afternoon in
two squares, every
sum and barangay.
difference of
two cubes,
perfect
square
trinomials,
and general
trinomials.
(M8AL-Ia-
b-1)

Answer Exercises 1-3 pages 3-4 of SLM.
Polynomials may not have terms with a common

monomial factor, but when the terms are grouped, a
common monomial factor may appear in each group.
Study examples 1 and 2.
Answer Exercises 1-4 pages 7-8 of SLM.
Factors of the difference of two squares are the sum of the

square root of the first and second terms times the
difference of their square roots.
Study examples for case 1 and case 2.
Answer Exercises 1-4 pages 11-12
The sum of the cubes of two terms is equal to the sum of

the two terms multiplied by the sum of the squares of
these terms minus the product of these two terms. (See
examples on SLM)
The difference of the cubes of two terms is equal to the

difference of the two terms multiplied by the sum of the
squares of these two terms plus the product of these terms.
(See examples on SLM).
Study examples 1 and 2.
Answer Exercises 1-4 pages 15-16.

A perfect square trinomial is the result of squaring a
binomial. Its first and last terms are perfect squares and
the middle term is twice the product of the square root of
the first and last term. (See examples on SLM)
Study examples 1-3.
Answer Exercises 1 and 2 pages 19-20

INDIVIDUAL MONITORING PLAN
Learner’s Name: Mariel H. Navarro

Grade Level: Grade 8
Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Dates Mastery
Provided Progress Progress
Mathematics Further Giving of October 6 /
8 explanations more
of the topic. examples in
factoring
each type of
polynomials.
Sending
through
messenger
and follow
up voice
call.
Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
Source: DepEd Memorandum DM-CI-2020-00162
LAC 3 TEACHER ENGAGEMENT REPORT

LAC ID: REGION: VI

LAC FACILITATOR: LAC SESSION NO.: 1
SANNIE ROSE S. PEDRAJAS
VENUE/PLATFORM OF SESSION:
DATE AND TIME OF SESSION: September 17
Grade 12 Classroom
Number of members present (attach attendance document):
Materials and resources:
_/__ Self-Learning Module

_/__ Activity sheets
_/__ Digital resources
_/__ Online resources
_/__ Smartphone
_/__ PC
_/__ LAC session guide
___ Others. Please specify:
_______________________________________

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =Strongly agree)
Comments / Remarks
(For example, if you
disagree or strongly
S disagree, please indicate
SD D N A A why.)
MEMBER PARTICIPATION
1. All of the members came 

prepared for the LAC
session

2. All of the members had an
opportunity to share and
discuss their assignment,
insights, and ideas
3. Members listened to 
each other’s insights and
ideas.
4. The members’ 
assignments showed
an understanding of
the lessons in the
SLM.
5. The members 
demonstrated
engagement in and/or
enthusiasm for the
learning tasks during the
session (including
providing feedback

on each other’s
assignment).
FACILITATION
6. I managed the sharing 
and discussion during
the LAC session by
keeping the discussion
focused on the lesson
or topic.
7. I encouraged all the 
members to actively
participate in the LAC
session (i.e., for the
teachers to share their
work and ideas/
insights).
8. I provided useful 
feedback on the
teachers’ assignments.
Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):

For me, the best part of the session was the sharing of inputs and ideas in
attaining our objectives for the said session. Our LAC leader is very approachable
and managed to cater even simple questions that needs clarification.
2. Problems or challenges encountered and how they were resolved:

The following are the common problems each of us experienced during
our LAC sessions:

o Unstable internet connection
o Time allotment for each activity
o Settings of priorities
3. Other topics discussed apart from

the recommended topics, if any:
The topics during our LAC sessions was about the LDM 2 course,
Unpacking of MELC’s, Outputs to be passed, Study Notebook and Teacher’s
portfolio.
4. Recommendations/Plans for next LAC session:

As my observation, the time allotment for every activity and outputs to be
passed is very limited. It would be better if we have ample of time to do it.
LAC SESSION REPORT
LAC ID: REGION: VI
LAC FACILITATOR: SANNIE ROSE S. PEDRAJAS LAC SESSION NO.: 1
DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

September 17 Grade 12 Classroom
Number of members present (attach attendance document):

Materials and resources:
_/__ Self-Learning Module

_/__ Activity sheets
_/__ Digital resources
_/__ Online resources
_/__ Smartphone
_/__ PC
_/__ LAC session guide ___
Others. Please specify:
_______________________________________
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =Strongly agree)
Comments /
Remarks
(For example, if you
disagree or strongly
disagree, please indicate
S why.)
SD D N A A
MEMBER PARTICIPATION

1. All of the members came 

prepared for the LAC
session
2. All of the members had an 
opportunity to share and
discuss their assignment,
insights, and ideas
3. Members listened to each 
other’s insights and ideas.
4. The members’ 
assignments showed an
understanding of the
lessons in the SLM.
5. The members demonstrated 

engagement in and/or
enthusiasm for the
learning tasks during the
session (including providing
feedback
on each other’s
assignment).
FACILITATION
6. I managed the sharing and 
discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.
7. I encouraged all the 

members to actively
participate in the LAC
session (i.e., for the
teachers to share their
work and ideas/ insights.

8. I provided useful feedback

on the teachers’ 
assignments.
Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):

For me, the best part of the session was the sharing of inputs and ideas in
attaining our objectives for the said session. Our LAC leader is very approachable and
managed to cater even simple questions that needs clarification.
2. Problems or challenges encountered and how they were resolved:

The following are the common problems each of us experienced during
our LAC sessions:
o Unstable internet connection
o Time allotment for each activity
o Settings of priorities
3. Other topics discussed apart from the

recommended topics, if any:
Workshop on outputs to be passed.
4. Recommendations/Plans for next LAC session:

As my observation, the time allotment for every activity and outputs to be passed
is very limited. It would be better if we have ample of time to do it.
LAC SESSION MINUTES


LAC SESSION ATTENDANCE

MODULE 3B
LEARNING RESOURCES
Is the LR Material Yes No Cannot be

determined
1.Connected and relevant to the
MELC’s. /
2.Appropriate to the grade level /

and learner characteristics in terms
of language, activities?
3.easy to reproduce and/or /
disseminate?
4.From the credible /
source/author?
5.culture and gender- fair? /
6.free from red flags on possible /
copyright and plagiarism issues?
7. the layout and format easy to /
read and pleasing to the eyes?
8. Connected and related to the /
MELC’s?

9. Appropriate to the grade level /
10. easy to produce and/or /
disseminate?
11. form a credible source/author? /
12. culture and gender-fair /
13. free form red flags on possible /
14. layout and format easy to read /
and pleasing to the eyes?
LR RAPID ASSESSMENT TOOL

For Math 8 Module 1, Week 1
REFLECTION
Based on my assessment of self-learning modules in Math 8 designed for distance
learning, it meets the standard of a good learning resource but I find it so congested for our
learners to finish in just one week. It will be better if the content will be narrowed down to
at least 5 pages without compromising the learning competencies.
LR RAPID ASSESSMENT TOOL

For Math 8 Module 2, Week 2
Is the LR Material Yes No Cannot be
determined
1.Connected and relevant to the
MELC’s. /
2.Appropriate to the grade level /

3.easy to reproduce and/or /
disseminate?
4.From the credible /
source/author?
5.culture and gender- fair? /
6.free from red flags on possible /

7. the layout and format easy to /
read and pleasing to the eyes?
8. Connected and related to the /
MELC’s?
9. Appropriate to the grade level /
10. easy to produce and/or /
disseminate?
11. form a credible source/author? /
12. culture and gender-fair /
13. free form red flags on possible /
14. layout and format easy to read /
and pleasing to the eyes?
REFLECTION
This module 2 for week 2 of Math 8 has many typo errors. The team for lay-outing
had issued errata for this module.
MODULE 4
Pd & lac planning
FINALIZED LDM INDIVIDUAL DEVELOPMENT PLAN

(PRODUCED AFTER DISCUSSION DURING LAC)
Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources Needed
Needs
Learning Intervention
Objectives of the
PD Program
Focusing on Produce quality Producing Attending Whole School funds

teaching- output, learners are quality output seminars about year
learning process ready and equipped and equipped curriculum round
learners planning, lesson
planning and

teaching
strategies
Focusing on Make the best Making lesson Attending Whole School funds
teaching- lessons suitable for plans with orientations, year
learning process the new normal class MELCs by DepEd LACs discussing round
setting about MELC
based lesson
plans
Support Provide quality Applying Attending Inset, School funds,

curriculum modules in the appropriate seminars about LAC personal
management modular distance assessment tool learning sessions
and learning this new used in modules resources,
implementation normal class setting LRMDS, DepEd
commons
Part ii
Ldm implementation portfolio

RECORDINGS OF CLASS INSTRUCTIONS

Screenshots of Lesson
Instructions through
messenger


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Republic of the Philippines

RHEA JANE A. PILLADO

Address: Hda. Conchita, San Dionisio Iloilo, 5015

PART II: LDM IMPLEMENTATION PORTFOLIO

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Address: Hda. Conchita, San Dionisio Iloilo, 5015

UNPACKING OF SAMPLE MELC’S

Address: Hda. Conchita, San Dionisio Iloilo, 5015

 Illustrates and graphs

 Graphs and illustrates a

table of values; (d)

RETAINED  All competencies were

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Address: Hda. Conchita, San Dionisio Iloilo, 5015

LIST OF TARGETED LEARNER INTERVENTIONS

LEARNER GROUP TARGETED INTERVENTION

Address: Hda. Conchita, San Dionisio Iloilo, 5015

No access to Provide self-learning modules and other additional learning

Inaccessible Coordinate with their barangay officials to assist the teachers in

LEARNING TASKS FOR DISTANCE LEARNING

Learning Delivery Modality (select one): Modular Distance Learning

Grade Level and Learning Area: Mathematics 8

Lesson/Topic: Factoring Polynomials (M8AL-Ia-b-1)

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Factors completely polynomials with common monomial factor;

1. Review previous lesson Learning Activity Sheet

Address: Hda. Conchita, San Dionisio Iloilo, 5015

4. Check for learners

After the Lesson

DIFFERENT DISTANCE LEARNING MODALITIES

Address: Hda. Conchita, San Dionisio Iloilo, 5015

TV-Based TVBI is possible but not to everyone. As mentioned above, most of

Radio-Based Most families in the community now-a-days do not use radios

ASSESSMENT METHODS IN DISTANCE LEARNING

Address: Hda. Conchita, San Dionisio Iloilo, 5015

WEEKLY HOME LEARNING PLAN FOR 1 SUBJECT

Address: Hda. Conchita, San Dionisio Iloilo, 5015

WEEKLY HOME LEARNING PLAN

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Answer Exercises 1-3 pages 3-4 of SLM.

Polynomials may not have terms with a common

Answer Exercises 1-4 pages 7-8 of SLM.

Factors of the difference of two squares are the sum of the

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Answer Exercises 1-4 pages 11-12

The sum of the cubes of two terms is equal to the sum of

The difference of the cubes of two terms is equal to the

Address: Hda. Conchita, San Dionisio Iloilo, 5015

Answer Exercises 1 and 2 pages 19-20

Address: Hda. Conchita, San Dionisio Iloilo, 5015

INDIVIDUAL MONITORING PLAN

Learner’s Name: Mariel H. Navarro

Intervention Learner’s Status

Learner is not making significant progress in a timely manner. Intervention strategies

Source: DepEd Memorandum DM-CI-2020-00162

LAC 3 TEACHER ENGAGEMENT REPORT

Address: Hda. Conchita, San Dionisio Iloilo, 5015

LAC ID: REGION: VI

Materials and resources:

_/__ Self-Learning Module

Address: Hda. Conchita, San Dionisio Iloilo, 5015

1. All of the members came 

Address: Hda. Conchita, San Dionisio Iloilo, 5015