Teacher's Portfolio TEMPLATE

Republic of the Philippines
Department of Education
Region VIII - Eastern Visayas
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City

TEACHER’S
PORTFOLIO
SY 2020-2021
ARIEL D. MORENO
SST-I
JEFFREYNALD A. FRANCISCO
OIC DEPT. HEAD, AP DEPT.
RUTH D. CABANGANAN
SECONDARY SCHOOL PRINCIPAL IV
LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 1
Course Orientation
Catbalogan City
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?
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
3. What are the two support mechanisms that will help you with your learning in this course?
Catbalogan City
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?
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?
Table 1:
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course in course?) Describe this environment.)
a positive or negative way?)

Catbalogan City
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled
“The Learning Action Cell as the K to 12 Basic Education Program School- Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the
following questions. Write your responses and any other ideas and reflections in your Study Notebook.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
____ To improve the teaching-learning process to improve learning among students
____ To nurture successful teachers
____ To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
____ To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole
2. What are the top three challenges to having a successful LAC? List down and elaborate.
LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 2
Planning for the
Implementation of
LDM2 for Teachers

Catbalogan City
ACTIVITY 1.
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?
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?

Catbalogan City
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?
2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

Catbalogan City
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.
UNPACKING OF MELCS
K to 12 Learning MELCs
Competencies
Merged/Clustered
Retained
Dropped

Catbalogan City
ACTIVITY 4.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, 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?

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Catbalogan City
ACTIVITY 5.
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.
COMBINING MELCS
QUARTER 1 CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 3A
Designing Instruction in
the Different Learning
Delivery Modalities
Catbalogan City
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.
2. Which of the LDMs do not have an F2F learning component?

Catbalogan City
ACTIVITY 2.
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities
of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—
from easiest to most difficult to implement. Give the reasons for your ranking of each. Replicate the
following table and write your answers in your Study Notebook.
Ranking
(1 to 5, from easiest
to Type of DL Why
hardest to
implement)
1
2
3

Catbalogan City
ACTIVITY 2.
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 and share your ideas at your next LAC Session.
Targeted Learner Interventions

LEARNER GROUP TARGETED INTERVENTIONS
Learners without parents or household member who
can guide and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Persons with disabilities

Catbalogan City
ACTIVITY 3.
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?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

Catbalogan City
ACTIVITY 4.
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.
Learning Tasks for Distance Learning
Before During After

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Catbalogan City
ACTIVITY 5.
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following
table. Then choose one lesson from a Self-Learning Module (SLM) for students that you have on hand.
Imagine that you will deliver this lesson to your learners through DL. In the second column, identify which
of these tasks are already present in the SLM. In the third column, identify which has to be presented via
technology-mediated resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: __________________________________________________
Lesson/Topic: ___________________________________________
Learning Objectives: ______________________________________
Learning Resources/Materials Needed: ____________________________
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice
present in calls, can be facilitated
by a household partner,
the can be done via a learning
SLM activity sheet, can be
presented via an internetbased
resource, can
be facilitated during a
synchronous learning
session, etc.)
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
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 for learners’ understanding
After the Lesson
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?

Catbalogan City
ACTIVITY 6.
In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook.
Formative Assessment Summative Assessment

Catbalogan City
ACTIVITY 7.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used
in the classroom may be modified to be suitable for DL.
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 METHODS IN DISTANCE LEARNING
How to Adopt the Assessment Method in

Assessment Method
Distance Learning?
Try to answer these questions with your colleagues:

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?

Catbalogan City
ACTIVITY 8.
Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it.
After reading the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.
Questions True False
1. A portfolio mainly displays the academic achievements of the learner.
2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a
portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work

on their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work
saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms
may be handed over to the teacher by the parents or learning facilitators.

Catbalogan City
ACTIVITY 9
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in
column B. Write your answers in your Study Notebook.
Column A Column B
____1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson and/or
learning task. b. mode of delivery
____2. These are the formative learning opportunities given to c. learning competencies
learners to engage them in the subject matter and to enhance their
understanding of the content. d. learning task
____3. This refers to the prescribed subject that learners take.
_____4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

Catbalogan City
ACTIVITY 10
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)
(WHLP) Individual Learning
Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be
communicated to
parents?

Catbalogan City
ACTIVITY 11
Weekly Home Learning Plan
Grade Level: ______
Week: _____
Date: _______
Day &
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time
Catbalogan City
ACTIVITY 12
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.
Learner’s Name:
Grade Level:
Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
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.
LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 3B
Learning Resources

Catbalogan City
ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be
implemented in Schools/Divisions. Study this map and answer the following questions in your Study
Notebook:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
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?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom
can you get this support?
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?
Catbalogan City
ACTIVITY 2.
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?

Catbalogan City
ACTIVITY 3.
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:
OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with reflections.
RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material YES NO Cannot be determined
1. Connected and relevant to the

MELCs?
2. easy to reproduce and/or disseminate?

3. from a credible source/author?
4. culture- and gender-fair?
5. free from red flags on possible

copyright and plagiarism issues?
6. the layout and format easy to read and

pleasing to the eyes?
7.
Reflection Questions:
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.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MODULE 4
Planning for Continuing
Professional
Development and LAC
Planning Republic of the Philippines
Catbalogan City
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGL AGREE DISAGRE STRONGL

Y AGREE E Y
DISAGRE
E
I can use the modality with ease.
I can confidently use the platforms in the

modalities.
I can use pedagogies associated with the

modalities and platforms.
I can very well manage my learners/class

in the modality that my school has
adopted.
I can very well engage with parents and

community partners in assisting learners.

Catbalogan City
ACTIVITY 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview.
Reflect on your self-assessment from Activity 1. What particular professional 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.
Catbalogan City
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?
Add as many rows as you need for your answers.

What is your goal toward
What will push you What will help you attain
improving your teaching
to achieve this goal? this goal?
practices in the modalities?
Catbalogan City
ACTIVITY 4
Accomplish the Individual Development Plan Template by referring from your output in Lesson 1 Activity 3
of this Module.
INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended
Developmental Intervention)
Strengths Developmenta Timeline Resources
l Needs Needed
Learning Intervention
Objectives of the
PD Program

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Republic of the Philippines

SAMAR NATIONAL SCHOOL

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

1. What is the importance of unpacking and combining the MELCs?

3. Do all the MELCs need to be unpacked or combined? Why or why not?

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Targeted Learner Interventions

Republic of the Philippines

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?

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

Learning Tasks for Distance Learning

Before During After

List of Learning Tasks

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Answer the following questions in your Study Notebook:

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Republic of the Philippines

ASSESSMENT METHODS IN DISTANCE LEARNING

How to Adopt the Assessment Method in

Try to answer these questions with your colleagues:

2. What are the challenges in doing assessment in DL?

Republic of the Philippines

5. For asynchronous learning, teachers allow learners to work

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_____4. This refers to the method of submission of learning outputs

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Intervention Learner’s Status

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Republic of the Philippines

OUTPUT FOR MODULE 3-B

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and relevant to the

2. easy to reproduce and/or disseminate?

4. culture- and gender-fair?

5. free from red flags on possible

6. the layout and format easy to read and

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

ITEMS STRONGL AGREE DISAGRE STRONGL

I can use the modality with ease.

I can confidently use the platforms in the

I can use pedagogies associated with the

I can very well manage my learners/class

I can very well engage with parents and

Republic of the Philippines

Add as many rows as you need for your answers.

INDIVIDUAL DEVELOPMENT PLAN

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