TABLE OF

CONTENT

Required
LDM
Artifacts
SCHOOLS DIVISION OFFICE I
PANGASINAN Individual
Learning
Monitoring
Plans

Lesson
LDM 2 Plans

LEARNING DELIVERY Teacher-

made
Learning
Resources
MODALITIES COURSE
Professional
FOR TEACHERS Development
Activities

Reflective
Summary

Self-Selected
LDM Artifacts

pangasinan1@deped.gov.ph
Learners
Progress and
Achievement
(075)-522-2202
Professional
Engagement
BIGAW , SHELLA JOY EMPERADOR
http://www.facebook.com/depedsdo1pangasinan Teacher II Stake-holders
participation
in the
Teaching-
Learning
Process
 TABLE OF
CONTENT

TEACHERS’ PROFILE Table of contents Required

LDM
Artifacts
REQUIRED LDM Artifacts
Individual
1. Individual Learning Monitoring Plans Learning
Monitoring
2. Lesson Plans Plans

3. Teacher-made Learning Resources Lesson

Plans
4. Professional Development Activities
PICTURE / IMAGE 5. Reflective summary
Teacher-
made
Learning
Resources

Professional
SELF-SELECTED LDM Artifacts Development
Activities

6. Learners Progress and Achievement

Reflective
7. Professional Engagement Summary

8. Stake-holders participation in the Required

NAME: SHELLA JOY EMPERADOR BIGAW LDM
Artifacts
Teaching-Learning Process
TEACHING POSITION: SECONDARY SCHOOL TEACHER II Learners
Progress and
Achievement
LEARNING AREA: ORAL COMMUNICATION/ 21ST CENTURY LITERATURE

Professional
GRADE LEVEL: 11 Engagement

Stake-holders
EMAIL ADD:: shellajoy.bigaw@deped.gov.ph participation
in the
Teaching-
Learning
CONTACT NUMBER: 09617865925
Process
TABLE OF
CONTENT

Required
LDM
Artifacts
Required LDM
Individual
Learning
Monitoring
Artifact 1:
Individual learning
Plans

monitoring plans Lesson

Plans

Teacher-
made
Learning
Resources
REMARKS
Professional
Development
You may include 2-3 ILMPs to show the improvements Activities
you made in creating ILMPs.
Reflective
Summary
Highlight in the annotation/Compare the part/s of the
ILMPs in which you made adjustments.
Self-Selected
LDM Artifacts
The ILMPs could be for the same student or for
different learners. .
Learners
Progress and
Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
Process
Individual Learning Monitoring Plans Individual Learning Monitoring Plans

PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and
experiences experiences

Learner’s Name: ARENAS WILBERT DELA CRUZ Learner’s Name: URSUA, MARCELINZ JUNIO

Grade Level: GRADE 11-BENEVOLENCE (ICT) Grade Level: GRADE 11-BENEVOLENCE (ICT)

Learner’s Status Learner’s Status

Intervention Intervention
Learning Learner’s Monitorin Learning Learner’s Monitorin
Strategies Insignifica Significa Strategies Insignifica Significa
Area Needs g Date Master Area Needs g Date Master
Provided nt nt Provided nt nt
y y
Progress Progress Progress Progress

GENERA Copy of Sent the Decemb All No Delivered and January

L Modules and Modules er 7-11, Subjects distributed 11-15,
guardian modules in his
MATHE Summative and 2020 available to house 2021
MATICS in Soft Copy Summative Sent the
get
form. via Modules and
Messenger modules Summative via
Messenger

Learner is not making significant progress in a timely Learner is not making significant progress in a timely
manner. Intervention strategies need to be revised. manner. Intervention strategies need to be revised.

Intervention Learner is making significant progress. Continue with Intervention Learner is making significant progress. Continue with
Status the learning plan. Status the learning plan.

Learner has reached mastery of the competencies in Learner has reached mastery of the competencies in
learning plan. learning plan.

ANNOTATION: I regularly send a copy of modules through their ANNOTATION: If parents were not able to get modules, I deliver
group chat or messenger account for them to be updated with the modules personally to the learners or directly to their house.
the learning task
Individual Learning Monitoring Plans Individual Learning Monitoring Plans

PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and
experiences experiences

Learner’s Name: CAYABYAB BABETTE SANTOS

Grade Level: GRADE 11-BENEVOLENCE (ICT)

Learner’s Status
Intervention
Learning Learner’s Monitorin
Strategies Insignifica Significa
Area Needs g Date Master
Provided nt nt
y
Progress Progress

Statistics Enough time to Modified April

and Accomplish the and 12-16,
Probabili activities on simplified 2021
the Evidence
ty that Support
task on the
Plate topic
Movement.

Learner is not making significant progress in a timely

manner. Intervention strategies need to be revised.

Intervention Learner is making significant progress. Continue with

Status the learning plan.

Learner has reached mastery of the competencies in

learning plan.

ANNOTATION: I give simple examples for them to understand ANNOTATION: Building connection with my students through online
conversation. I grab this opportunity to make my discussions more
better by clearly explaining it. I keep on contacting my learners meaningful. I do brainstorming sessions, comprehension exercises,
and parents for feedbacks and follow-ups. critiques, diagnoses and sharing activities.
TABLE OF

REQUIRED LDM
CONTENT

Required

ARTIFACT 2:
LDM
Artifacts

Individual
Learning
Monitoring
Plans LESSON PLANS
Lesson
Plans

Teacher-
made
REMARKS Learning
Resources
You may include 2-3 lesson plans from different quarters to
show the improvements you made in creating them. Professional
Development
Activities
In the annotation, highlight/compare the part/s of the
lesson plans in which you made adjustments. You may
Reflective
cover the following: Summary
● competencies
● learning objectives Self-Selected
● performance tasks LDM Artifacts

● learning outputs, etc.

Learners
Progress and
Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
Process
 Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: In the WHLP, learners are assigned to identify the types of
communicative process being used in the given statements. Most of the learners
found this task difficult that’s why I’ve conducted an online consultation.
Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: Our school allowed us to conduct online class regardless of the
number of attendees and modalities to help the learners in this difficult times
and also to monitor their progress.. During online consultation, we are answering
the tasks in their WHLP, with this, I can easily see my learners’ scores/outputs so
I can give immediate feedback.
 Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: My WHLP creates an overview of the learning tasks,
desirable outcomes, learning objectives etc. It gives timeline structures for
the plan so I can decide on what and how I am going to execute my plan.
Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: Giving motivational activity to the students before starting my lesson.
 Lesson Plans Lesson Plans
PPST Strand: PPST Strand:
3.4 - Learners in difficult circumstances 3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process 4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies 4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies 5.1 - Design, selection, organization and utilization of assessment strategies

PICTURE / IMAGE

ANNOTATION: This pandemic brought too much challenges for the students to continue their
education. For instance, some parents find it hard to go to school to get modules for their ANNOTATION: One of the things I am considering in preparing
students because of their work, community quarantine guidelines and lack of transportation.
Others live only with their grandparents and some live too far from the school. To address these my lesson is the learners’ diversity. That is why I am providing
different problems of the students, sometimes I deliver modules on my own also sent them a different assessments and instructions for them.
copy of modules through messenger. I also took a picture and sent them in their group chat
 Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: I am giving assessment where learning outcome
will be clear and specific. Some are in the form of graph/pictures
that identify what students must demonstrate at the level and
standard required.
Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: I am doing MELC mapping every construction of
summative test to clearly see the alignment of the lesson.
 Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: Regular update to the students so they will have a time bound goal to
retain focus and the added pressure of meeting the deadline enhances the quality of
their work.
Lesson Plans
PPST Strand:
3.4 - Learners in difficult circumstances
4.1 - Planning and management of teaching and learning process
4.2 - Learning outcomes aligned with learning competencies
5.1 - Design, selection, organization and utilization of assessment strategies
ANNOTATION: In organizing my assessment, I am posting the PDF file, pictures of each
page of assessment, corrections in our group chat. With these, they are able to access it
anytime. When it comes to designing and selection, I only choose the task in the
module that will really enhance the skill and develop the competency of the lesson.
 REQUIRED LDM
TABLE OF
CONTENT

Required

Artifact 3:
LDM
Artifacts

Individual

TEACHER-MADE
Learning
Monitoring
Plans

Lesson LEARNING RESOURCES

Plans

Teacher-
made
Learning
Resources

REMARKS
Professional
You may include any of the following learning Development
resources: Activities

● MDL: 2-3 sample modules

●ODL: screenshots of 2-3 online lessons, Reflective
Summary
presentations, quizzes using collaborative
technology (padlet, google classroom, etc.)
Self-Selected
LDM Artifacts

In the annotation, highlight/compare the part/s of the

Learners
learning resources where you made adjustments. Progress and
Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
Process
 Teacher made Learning Resources Teacher made Learning Resources
PPST Strand: PPST Strand:
4.5 - Teaching and learning resources including ICT 4.5 - Teaching and learning resources including ICT

ANNOTATION: For my learners, a supplementary materials was given. Additional

learning activity sheets was made/adopted as another reference for them to ANNOTATION: This sample module content serves as an instrument of presentation of
understand better the lesson/topic. I also looked for a video lessons that will suffice the lessons. This teacher-made educational materials help us to interact with students, to
need of the lesson. support, enhance, and optimize the delivery of information.
 REQUIRED LDM
TABLE OF
CONTENT

ARTIFACT 4:
Required
LDM
Artifacts

Individual
Learning
Monitoring
Plans
PROFESSIONAL
Lesson DEVELOPMENT
Plans

Teacher-
ACTIVITIES
made
Learning
Resources

Professional
Development
Activities REMARKS

You may include certificates received from 2-3 PD

activities.

In the annotation, briefly explain whether these were Reflective

Summary
part or not part of your original PD goals in your
development plan, and how you applied what you have
Self-Selected
learned in your work as a teacher. LDM Artifacts

Learners
Progress and
Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
 Professional Development Activities Professional Development Activities
PPST Strand: PPST Strand:
7.3 - Professional links with colleagues 7.3 - Professional links with colleagues
7.5 - Professional development goals 7.5 - Professional development goals

ANNOTATION: Teacher induction programs help new and beginning teachers become
competent and effective professional in the classroom. 1 for an education program to
implement an induction program successfully, that education program must be able to
support participating staff and provide supportive contexts for these staff.
ANNOTATION: The education will encourage the formation of a new
individuality so that people are educated to achieve equality between the
sexes, without discrimination and exclusion.
TABLE OF

REQUIRED LDM
CONTENT

Required

ARTIFACT 5:
LDM
Artifacts

Individual

REFLECTIVE SUMMARY
Learning
Monitoring
Plans

Lesson
Plans

Teacher-
made
Learning
Resources

Professional
Development
Activities
REMARKS

Reflective This reflective essay should answer the question: Do

Summary you feel that this collection of work really reflects
your abilities and what you have achieved this year
through the LDM course? Why or why not?

Your reflection should describe your personal Self-Selected

LDM Artifacts
experience in implementing distance LDM/s, show
depth of analysis and synthesis of this experience, and
relate it to professional standards and to your Learners
Progress and
professional and personal development goals. Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
 Reflective Summary
PPST Strand:
7.4 - Professional reflection and learning to improve practice
Question:
Do you feel that this collection of
work really reflects your abilities
and what you have achieved this
year through the LDM course?
Why or why not?
“This collection of work encourages us to
be more persistent and put efforts to some
extent like extra courage to assess our own
strength and weaknesses. This year
through the LDM Course I was able to
achieve and gain knowledge, enhance my
skills and set my mind on what is
necessary in this new normal set-up. It
helps me to deliver and ensure the quality
of learning that we need to provide to our
learners amidst this pandemic. Coping up
with changes is essential for me to adapt
in any trend to survive in innovation to the
education system. At first, it ‘s difficult but
looking on a brighter side, changes gave us
opportunity for us to learn more and
implementing this distance learning
empowered us to be more creative and
innovative.”
TABLE OF
CONTENT

Required
LDM
Artifacts
SELF-SELECTED
Individual
Learning
Monitoring
LDM ARTIFACT
6:
Plans

Lesson
Plans

Teacher-
made
LEARNERS PROGRESS
AND ACHIEVEMENT
Learning
Resources

Professional
Development
Activities

Reflective
REMARKS
Summary
You may include photo-documentation of
Self-Selected
● conversations through chat/text/video conference about class
LDM Artifacts requirements
● notes or messages as feedback to their submitted outputs
Learners (activity sheets, SLMs, portfolio,etc.)
Progress and ● kumustahan/consultation sessions with learners
Achievement

Blur names and photos of students, parents/guardians to protect

their privacy

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
Process
 Learners Progress and Achievement Learners Progress and Achievement
PPST Strand: PPST Strand:
5.2 - Monitoring and evaluation of learner progress and achievement 5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning 5.3 - Feedback to improve learning

ANNOTATION: One of the ways to monitor students’ progress is

ANNOTATION: One of the ways to monitor students’ progress is
conduction online kumustahan. During online kumustahan, I give
conduction online kumustahan. During online kumustahan, I give
feedback and recommendations to them regarding their academic status.
feedback and recommendations to them regarding their academic status.
 Learners Progress and Achievement Learners Progress and Achievement
PPST Strand: PPST Strand:
5.2 - Monitoring and evaluation of learner progress and achievement 5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning 5.3 - Feedback to improve learning

ANNOTATION: Various ways to communicate to my learners through ANNOTATION: Various ways to communicate to my learners through
different platforms like texts, calls and chats. Consistently, I always checked different platforms like texts, calls and chats. Consistently, I always checked
the students’ learning outputs, summative assessments and performance the students’ learning outputs, summative assessments and performance
tasks as a contributing factor in computing their grades. tasks as a contributing factor in computing their grades.
 Learners Progress and Achievement Learners Progress and Achievement
PPST Strand: PPST Strand:
5.2 - Monitoring and evaluation of learner progress and achievement 5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning 5.3 - Feedback to improve learning

ANNOTATION: Clear lines of communication with parents allows me to

ANNOTATION: Clear lines of communication with parents allows me to
discuss academic progress and goals of the learners, what the student
discuss academic progress and goals of the learners, what the student
needs work on, and any concerns the parent has with their child or the
needs work on, and any concerns the parent has with their child or the
education that they are being provided with.
education that they are being provided with.
 SELF SELECTED
TABLE OF
CONTENT

Required

LDM ARTIFACT
LDM
Artifacts

Individual
Learning

7:
Monitoring
Plans

Lesson

PROFESSIONAL
Plans

Teacher-

ENGAGEMENT
made
Learning
Resources

Professional
Development
Activities

Reflective REMARKS
Summary

You may include photo-documentation of

Self-Selected ● socially-distanced in-person/online synchronous LAC Sessions
LDM Artifacts
● LDM-related LAC chats (text, messenger, viber, etc)
● faculty meetings
Learners
Progress and
● in-service trainings
Achievement

Professional
Engagement

Stake-holders
participation
in the
Teaching-
Learning
 Professional Engagement Professional Engagement
PPST Strand: PPST Strand:
7.3 - Professional links with colleagues 7.3 - Professional links with colleagues

ANNOTATION: We always share our thoughts, ideas on a specific topic

ANNOTATION: We always share our thoughts, ideas on a specific topic
personally and virtually. We used different platforms for us to
personally and virtually. We used different platforms for us to
communicate with our colleagues especially during the dissemination of
communicate with our colleagues especially during the dissemination of
information. Having a GC, it was easier for us to discuss and plan different
information. Having a GC, it was easier for us to discuss and plan different
programs like LAC Session, Faculty meeting and INSET.
programs like LAC Session, Faculty meeting and INSET.
 Professional Engagement Professional Engagement
PPST Strand: PPST Strand:
7.3 - Professional links with colleagues 7.3 - Professional links with colleagues

ANNOTATION: Our colleagues are the support system in this time of new
ANNOTATION: Our colleagues are the support system in this time of new
normal. Establishing linkages with them helps us to construct a well-
normal. Establishing linkages with them helps us to construct a well-
structured plans for the learners. Brainstorming with them also allows us to
structured plans for the learners. Brainstorming with them also allows us to
arrive with the idea on how to give progress to our educational system and
arrive with the idea on how to give progress to our educational system and
become beneficial to the wider community.
become beneficial to the wider community.
:
TABLE OF

SELF SELECTED
CONTENT

Required
LDM

LDM ARTIFACT
Artifacts

Individual
Learning

8:
Monitoring
Plans

Lesson
Plans

Teacher-
made
STAKE-HOLDERS
Learning
Resources PARTICIPATION IN THE
Professional
Development
Activities
TEACHING-LEARNING
Reflective
PROCESS
Summary

REMARKS
Self-Selected
LDM Artifacts
You may include photo-documentation of
● conversations with parents/guardians through
Learners
Progress and chat/text/video conference
Achievement
● parents dropping off modules at designated school boxes

Professional
Engagement
Blur names and photos of parents/guardians to protect their
Stake-holders privacy.
participation
in the
Teaching-
Learning
Process
 Stake-holders participation in the Teaching-Learning Process Stake-holders participation in the Teaching-Learning Process

PPST Strand: PPST Strand:

5.4 - Communication of learner needs, progress and achievement to key stakeholders 5.4 - Communication of learner needs, progress and achievement to key stakeholders
6.2 - Engagement of parents and the wider school community in the educative process 6.2 - Engagement of parents and the wider school community in the educative process

ANNOTATION: During the distribution and retrieval of modules, I am given a ANNOTATION: During the distribution and retrieval of modules, I am given a
chance to personally talked with the parents/guardians regarding the chance to personally talked with the parents/guardians regarding the
progress, the need and problems encountered by the students progress, the need and problems encountered by the students
 Stake-holders participation in the Teaching-Learning Process Stake-holders participation in the Teaching-Learning Process

PPST Strand: PPST Strand:

5.4 - Communication of learner needs, progress and achievement to key stakeholders 5.4 - Communication of learner needs, progress and achievement to key stakeholders
6.2 - Engagement of parents and the wider school community in the educative process 6.2 - Engagement of parents and the wider school community in the educative process

ANNOTATION: During the distribution and retrieval of modules, I am given a

ANNOTATION:I use messenger as a platform to communicate with chance to personally talked with the parents/guardians regarding the
parents to address the needs of their child and to provide progress, the need and problems encountered by the students
constructive feedback on their academic status. :