Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-office
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

LDM2
TEACHER’S PRACTICUM PORTFOLIO

INSERT
YOUR
PICTURE
HERE

FULL NAME
Position
REQUIRED
ARTIFACT
 TABLE OF CONTENTS
REQUIRED
•Individual Learning Monitoring Plans
•Lesson Plans (e.g., DLP, DLL, WHLP, WLP, WLL, & Lesson Exemplar)
•Teacher-made/ modified learning resources
•Certificates of participation in any professional development (PD) activities
•Reflective Summary
 a l L e ar ni n g
I ndi vi d u
t o r i ng P la n s
Mon i
LDM Artifact Remarks PPST Strand

Individual You may include 2-3 ILMPs to show 3.1 - Learners’ gender,
Learning the improvements you made in needs, strengths,
interests
creating ILMPs.
Monitoring Plans and experiences
Highlight in the annotation/Compare
the part/s of the ILMPs in which you
adjusted.

The ILMPs could be for the same

student or for different learners
 Individual Learning Monitoring Plans for 1st Quarter

M
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V
‘S
Individual Learning Monitoring Plans for
1st Quarter
 Individual Learning Monitoring Plans for
ARTIFACT: 1st Quarter

M
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V
‘S
 Individual Learning Monitoring Plans for
ARTIFACT: 2nd Quarter

M
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‘S
 Individual Learning Monitoring Plans
ARTIFACT: for 3rd Quarter

M
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‘S
 ANNOTATION
The Individual Learning Monitoring Plan will be
used to monitor learner progress based on the
given intervention strategies. This will be used only
M for learners who are not showing progress in
meeting the required learning competencies. This
O will be prepared by the subject teachers and to be
approved by school principal. In order to effectively
and efficiently use the Individual Learning
V Monitoring Plan our school spearheaded by the
school head and master teachers we translated the
‘S content in Filipino/Tagalog taking in consideration
with the capabilities of some parents who will used
the ILMP
 (e .g ., D L P ,
s on P la ns
Le s W L P , W L L ,
W H L P,
DLL, E x e m p lar )
& L es s o n
LDM Artifact Remarks PPST Strand
Lesson Plans (e.g., You may include 2-3 lesson plans from 3.4 - Learners in
difficult
DLP, DLL, WHLP, different quarters to show the circumstances
WLP, WLL, & Lesson improvements you made in creating 4.1 - Planning and
management of
Exemplars) them. teaching and
learning process
In the annotation, highlight/compare
the part/s of the lesson plans in which 4.2 - Learning
outcomes aligned
you adjusted. You may cover with learning
competencies
the following: 5.1 - Design,
selection,
● competencies organization and
utilization of
● learning objectives assessment
strategies
● performance tasks
● learning outputs, etc.
 Lesson Plans (e.g., DLP, DLL, WHLP, WLP,
ARTIFACT: WLL, & Lesson Exemplar) for 1st quarter

M
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V
‘S
M
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V
‘S
M
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‘S
 Lesson Plans (e.g., DLP, DLL, WHLP,
ARTIFACT: WLP, WLL, & Lesson Exemplar) for 2nd
quarter

M
O
V
‘S
M
O
V
‘S
 Lesson Plans (e.g., DLP, DLL, WHLP,
ARTIFACT: WLP, WLL, & Lesson Exemplar) for 3rd
quarter

M
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‘S
M
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‘S
M
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‘S
 ANNOTATION
The Weekly Home Learning Plan shall aid teachers and parents in keeping
track of the day-to-day in-school and off-school general learning processes as
they implement the most suitable and feasible alternative learning modality
M based on the context of their school. It creates awareness among learners that
they are responsible for what they learn.
The WHLP compared to the previously used lesson plans is more concise
O without compromising its very important parts in the teaching learning process
such as:

V ● competencies
● learning objectives
● performance tasks
‘S ● learning outputs, etc.
 ch e r- m a d e /
Tea i n g
i e d l e ar n
modif
reso u r c e s
LDM Artifact Remarks PPST Strand
Teacher-made/ You may include any of the following 4.5 - Teaching and
modified learning resources: learning resources
● MDL: 2-3 sample modules
learning ● ODL: screenshots of 2-3 online including ICT
resources lessons, presentations, quizzes
using collaborative technology
(padlet, google classroom, etc.)
In the annotation, highlight/compare
the part/s of the learning resources
where you made adjustments.
 Ex. Teacher-made Module or
ARTIFACT: Learners Activity Sheets

You may include

any pictures of the
following learning
resources:
M ● MDL: 2-3
sample modules

O
V
‘S
M
O
V
‘S
M
O
V
‘S
M
O
V
‘S
 Ex. Google Form or Synchronous and
ARTIFACT: asynchronous via Google Meet.

You may include

any pictures of
the following
M learning
resources:
● ODL:

O screenshots of 2-
3 online
lessons,

V presentations,
quizzes
using
‘S collaborative
technology
(padlet, google
classroom, etc.)
M
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V
‘S
M
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V
‘S
 r t i c ip a t io n in
c a te s o f pa
Certifi a l d e v e lo p m e n t
o fe s s i o n
any pr c tiv i t ie s
(PD) a
LDM Artifact Remarks PPST Strand
Certificates of You may include certificates received 7.3 - Professional
links
participation in from 2-3 PD activities. with colleagues 7.5 -
In the annotation, briefly explain
any professional whether these were part or not part of Professional
development
development (PD) your original PD goals in your goals
activities development plan, and how you
applied what you have learned in your
work as a teacher
 INSET CERTIFICATE
ARTIFACT: WEBINAR / /LAC CERTIFICATES

You may
M include
certificates
received from
O 2-3 PD
activities

V
‘S
M
O
V
‘S
M
O SONNY V. MATIAS

V
‘S
 ANNOTATION

As stipulated in D.O. No. 12, s. 2020, roman Numeral VI, Amidst the
COVID-
19 pandemic and its concomitant challenges, DepEd, through the National
M Educators Academy of the Philippines (NEAP), affirms its commitment to
providing and supporting the professional development of teachers and school
leaders.
O These professional development activities were part of my original PD
goals in
my development plan. These PDs helped me a lot to become a better teacher
especially in the implementation of the different learning modalities. These
PDs
V provides us insights to cope and adapt with the challenges brought about by
the
pandemic.

‘S
Re fl e c t i ve
S u m m a r y
LDM Artifact Remarks PPST Strand
Reflective This reflective essay should answer the 7.4 - Professional
Summary question: Do you feel that this collection of reflection and
learning to
work really reflects your abilities and what
you have achieved this year through the improve practice
LDM course? Why or why not? Your
reflection should describe your personal
experience in implementing distance
LDM/s, show depth of analysis and
synthesis of this experience, and relate it
to professional standards and to your
professional and personal development
goals.
 REFLECTION

The support mechanism extended by the Department of

M Education for teachers in the form of coaching, professional learning
community through the learning action cell (LAC), resource
materials, and other forms of support that can be made available in

O real or virtual platforms/set-up.

LDM2 helped us a lot in our journey in delivering the learning
modalities at this time of COVID 19 pandemic. It helped us boost
our morale and maintain professional standards.
V
‘S
 LDM2
SELF- SELECTED
Artifacts
 TABLE OF CONTENTS
SELF-SELECTED
• MOVs on engaging learners for their progress and achievement
• MOVs on professional engagement with colleagues
• MOVs on engaging key stakeholders in the teaching learning
process
 n e n g a g i n g
MOVs o
r s f o r t he ir
lear n e
e s s a n d
progr t
m e n
achieve
LDM Artifact Remarks PPST Strand
MOVs on The photo-documentation I presented 5.2 - Monitoring and
engaging Include: evaluation of learner
● conversations through
learners for their chat/text/video conference progress and achievement
progress and about class requirements 5.3 - Feedback to
improve
achievement ● notes or messages as learning
feedback to their submitted
outputs (activity sheets, SLMs,
portfolio.)
● kumustahan/consultation
sessions with learners
Blur names and photos of students,
parents/guardians to protect their
privacy.
 Conversations through chat/text/video; notes or
message;
ARTIFACT: kumustahan/consultation sessions

You may include

photo-documentation of
● conversations through
chat/text/video conference
M about class requirements
● notes or messages as
feedback to their
O submitted
outputs (activity sheets,
SLMs,
V portfolio.)
●
kumustahan/consultation
‘S sessions with learners
Blur names and photos of
students,
parents/guardians to
protect their privacy.
M
O
V
‘S
M
O
V
‘S
M
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V
‘S
 ANNOTATION

As teacher some of the ways to

communicate with the class is through
M chat/text/video conference in order to inform
them about class requirements. We can also
engage the learner through
O kumustahan/consultation or one-on-one online
sessions with learners.
At this this time of COVID 19, these are the
V only ways on how to communicate wit them.
We should therefore maximize ways in order to
continuously engage them making them sure
‘S that we are here ready to help and guide them.
 o fe ss i o n al
O V s o n p r
M n t w i th
enga g e m e
collea g u e s
LDM Artifact Remarks PPST Strand
MOVs on You may include photo-documentation 7.3 - Professional links
professional of with colleagues
● socially-distanced
engagement with in-person/online synchronous
colleagues LAC Sessions
● LDM-related LAC chats (text,
messenger, viber, etc)
● faculty meetings
● in-service trainings
 socially-distanced in-person/online Synchronous LAC
ARTIFACT: Sessions; faculty meetings; in-service trainings

You may include

photo-documentation
of
M ● socially-distanced
in-person/online
O Synchronous LAC
Sessions
V ● LDM-related LAC
chats (text,
messenger, viber, etc)
‘S ● faculty meetings
● in-service trainings
M
O
V
‘S
M
O
V
‘S
 ANNOTATION

M The artifacts presented are the

O professional activities attended
by the teacher in order to
V continuously acquire significant
‘S insights in order to further
improve teaching and learning
abilities amid covid 19 pandemic.
 g a g i n g k e y
n e n
M OV s o r s i n t h e
stak e h o ld e
ng p r o c e ss
h in g le a r n i
tea c
LDM Artifact Remarks
MOVs on Photo-documentation included are:
engaging key ● conversations with
parents/guardians through
stakeholders in chat/text/video conference
the teaching ● parents dropping off modules
learning process at designated school boxes
Blur names and photos of
parents/guardians to protect them
privacy.
PPST Strand
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
 Conversations with parents/guardians through
ARTIFACT: chat/text/video conference; parents dropping off
modules at
designated school boxes.
Artifacts presented are:
● conversations with
parents/guardians
M through
chat/text/video
O conference
● parents dropping off
modules at designated
V school boxes.
Blur names and photos
‘S of parents/guardians to
protect their privacy.
M
O
V
‘S
 ANNOTATION
The first artifact showed how the teacher communicated with
parents through chat/text/video conference to follow up about how the
M pupils performed in answering the different activities.

The second artifact were photo documentation on the manner of

O distribution and dropping off modules at designated school boxes.

V These activities made the teacher realized that no matter how hard
the condition it will be, we are still teachers doing our best to extend
‘S our help and guidance to our learners.
Whatever you do, work at
it with all
Your heart, as though you
were working for the Lord
not
for the people.
Colossians 3 : 23