JUVY M. MALIHAN JR.

Teacher II
 T able of
Contents
1 Individual Learning Monitoring Plan

Lesson Plans (DLL, DLP, WHLP, Lesson

4 Exemplars

9 WHLP, Summative test

9 Summative test, Performance task

14 Teacher made/modified learning resources

MOVs on engaging learners for their

17 progress and achievement

MOVs on engaging key stakeholders in

20 the teaching learning process

22 MOVs on professional engagement with

Colleagues

Certificates of participation in any

23 professional development activities

26 Reflective Summary
 Name of Artifact:
Individual Learning Monitoring Plans
PPST Strand: 3.1
Learner’s gender, needs, strengths, interest and experiences

Annotations:
Continuous monitoring and proper intervention was done by the learner. Through
constant communication there was a change in the behaviour of the learner as
regards submission of output. Thus, there was a significant improvement in the
academic performance of the student.

1
 Name of Artifact:
Individual Learning Monitoring Plans
PPST Strand: 3.1
Learner’s gender, needs, strengths, interest and experiences

Annotations:
Through constant monitoring, there was a change in the behaviour of the students
as regards attendance in the online class. The intervention that was employed was
effective and the student was able to cope with the lesson. This is very evident
from the submitted output of the student.

2
 Name of Artifact:
Individual Learning Monitoring Plans
PPST Strand: 3.1
Learner’s gender, needs, strengths, interest and experiences

Annotations:
There was an adjustment in implementing the intervention, however, the student
showed a gradual progress on his learning upon the implementation of the
strategies designed in the ILMP. There was an increase in the performance of the
student when additional examples were given.

3
 Name of Artifact:
DLP, DLL, WHLP, Lesson Exemplars
PPST Strand: 3.4
Learners in difficult circumstances

Annotations:
It is necessary to know the capabilities of students before drafting the WHLPs.
Since students have different learning abilities, Activities to be given should be
suited to their capacity and should be based on MELCs. It is proper to reduce
activities especially if it is a duplication of the other activities for coping learners
while supplemental activities will be given for advanced learners.

4
 Name of Artifact:
DLP, DLL, WHLP, Lesson Exemplars
PPST Strand: 3.4
Learners in difficult circumstances

Annotations:
The most common challenge encountered was the poor internet connectivity
especially in the synchronous virtual interaction with the learners. Some of them
lose connections hence, group chat and google chat was maximized in terms of
its use which allowed them to come up with a comprehensive output.

5
 Name of Artifact:
DLP, DLL, WHLP, Lesson Exemplars
PPST Strand: 3.4
Learners in difficult circumstances

Annotations:
Activities are all MELC-based. It is proper to reduce activities
especially if it is a duplication of the other activities for coping learners
while supplemental activities will be given for advanced learners.

6
 Name of Artifact:
DLP, DLL, WHLP, Lesson Exemplars
PPST Strand: 4.1
Planning and Management of Teaching and Learning Resources

Annotations:
The activities are suited to the level of the learners and it is competency-
based. It is easy to comprehend by the learners. The objectives are met
and are all appropriate to the level of the learners.

7
 Name of Artifact:
DLP, DLL, WHLP, Lesson Exemplars
PPST Strand: 4.1
Planning and Management of Teaching and Learning Resources

Annotations:
Activities in the lesson plan is designed to meet students’ need. The planning phase of a
lesson is the most crucial part of teaching. The performance tasks given were all based on
the desired learning competency. The connection of the past lesson was also evident in the
lesson. Activities were also designed based on the learners’ learning abilities

8
 Name of Artifact:
WHLP, Summative Test
PPST Strand: 4.2
Learning outcomes aligned with learning competencies

Annotations:
The Summative Tests, and Activity Sheets were all MELCs-based. The
competencies for which the question/activity is aligned to were it is incorporated
on the test itself. This helped the learners in the mastery of the learning
competencies

9
 Name of Artifact:
WHLP, Summative Test
PPST Strand: 4.2
Learning outcomes aligned with learning competencies

Annotations:
Questions in the summative tests were constructed based on the MELCs
they covered. Students were given activities/tests based on the desired
learning competencies.

10
 Name of Artifact:
WHLP, Summative Test
PPST Strand: 4.2
Learning outcomes aligned with learning competencies

Annotations:
Summative tests were constructed based on the MELCs they covered. Students
were given activities/tests based on the desired learning competencies. All
questions are easy to comprehend and easy to answer since it is based on the level
of the learners.

11
 Name of Artifact:
WHLP, Performance task

PPST Strand: 5.1

Design, selection, organization and utilization of assessment strategies

Annotations:
Performance task are all based from the most essential learning
competencies. It is designed to let the learners understand and answer it
with mastery of the lesson.

12
 Name of Artifact:
WHLP, Performance task

PPST Strand: 5.1

Design, selection, organization and utilization of assessment strategies

Annotations:
Performance task are all based from the most essential learning competencies. It
is designed to let the learners understand and answer it with mastery of the lesson.
All given task is appropriate to the level of the learners.

13
 Name of Artifact:
Teacher – made/modified learning resources
PPST Strand: 4.5
Teaching and learning resources including ICT

Annotations:
Integrating ICT is one way to deliver the desired outcomes to students. Different
interactive online games were conducted particularly in the evaluation part to
assess whether the learners understood the lesson or not.

14
 Name of Artifact:
Teacher – made/modified learning resources
PPST Strand: 4.5
Teaching and learning resources including ICT

Annotations:
ICT integration is always evident in the teaching learning process. The use of different
platforms like google classroom, google meet, messenger are all of great help to the teacher
and learners. Students who cannot attend the google meet can still access the recorded topic
anytime they want. Kahoot, Quizizz and mentimeter were oftenly integrated in teaching

15
 Name of Artifact:
Teacher – made/modified learning resources
PPST Strand: 4.5
Teaching and learning resources including ICT

Annotations:
A colorful resources is always important to arouse the interest of the learners. It is
in the motivation , lesson proper and evaluation part where adjustments were
made since integration of ICT is evident in this part.

16
 Name of Artifact:
MOVs on engaging learners for their progress and
achievement
PPST Strand: 5.2
Monitoring and evaluation of learners progress and achievement

17
 Name of Artifact:
MOVs on engaging learners for their progress and
achievement

PPST Strand: 5.3

Feedback to improve learning

18
 Name of Artifact:
MOVs on engaging learners for their progress and
achievement

PPST Strand: 5.3

Feedback to improve learning

19
 Name of Artifact:
MOVs on engaging stakeholders in the teaching learning
process
PPST Strand: 5.4
Communication of learner needs, progress and
achievement to key stakeholders

20
 Name of Artifact:
MOVs on engaging stakeholders in the teaching learning
process
PPST Strand: 6.2
Engagement of parents and the wider school community in the
educative process

21
 Name of Artifact:
Certificates of participation in any professional development
(PD) activities
PPST Strand: 7.3
Professional links with colleagues

Annotations:
Video conferencing through Google Meet is used to disseminate
pieces of information during faculty meeting and conducting
Learning Action Cell (LAC) with other teachers.

22
 Name of Artifact:
Certificates of participation in any professional development
(PD) activities
PPST Strand: 7.5
Professional development goals

Annotations:
The trainings were all part of my professional development goals. It equipped me with the
different skills particularly ICT skills which is very helpful in the delivery of instructions. It
also helped me develop my skills to be more innovative and creative in creating different
task and activities to make learning more meaningful. I was able to apply the learnings I had
in the new education setup.

23
 Name of Artifact:
Certificates of participation in any professional development
(PD) activities
PPST Strand: 7.5
Professional development goals

Annotations:
The trainings were all part of my professional development goals. It equipped me with the
different skills particularly ICT skills which is very helpful in the delivery of instructions. It
also helped me develop my skills to be more innovative and creative in creating different
task and activities to make learning more meaningful. I was able to apply the learnings I had
in the new education setup.

24
 Name of Artifact:
Certificates of participation in any professional development
(PD) activities
PPST Strand: 7.5
Professional development goals

Annotations:
The trainings were all part of my professional development goals. It equipped me with the
different skills particularly ICT skills which is very helpful in the delivery of instructions. It
also helped me develop my skills to be more innovative and creative in creating different
task and activities to make learning more meaningful. I was able to apply the learnings I had
in the new education setup.

25
 Name of Artifact:
Reflective Summary
PPST Strand: 7.4
Professional Reflection and learning to improve practice

Learning Delivery Modality Course 2 (LDM 2 for Teachers was provided fo teachers
as an answer to the challenge the education sector is facing this pandemic. It is also a
fulfilment of DepEd’s vision Sulong Edikalidad to continuously improve itself to better
serve its stakeholder. Through this course, I become more knowledgeable of the different
learning modalities that can be adopted even with the absence of face to face.
The initiation of this course is an answer taken for by the Department of Education
in response to the exigency brought about by the COVID 19 Pandemic where educators in
all forms can still adhere on the agency’s vision on Sulong Edukalidad through delivering
quality education through quality instruction thus adapting the standards of the new normal
without compromising both the teachers’ and learners’ heath, safety and well being amidst
our battlecry of Covid 19 Pandemic.
Personally, the course provided me enough skills and knowledge to still deliver
quality instruction while strictly implementing health protocols adapting to the standards of
the new normal.
The course also provided me the knowledge to ensure that learning continues
by providing me the knowledge on its processes, implementation, learning materials and
learning resources necessary for the instruction of the new set up. The LDM Course 2 was
also a perfect avenue for me develop and discover skills in ICT through exploring
applications and portals that can help me to become an innovative and creative teacher in
terms of creating learners’ activities and tasks. The course also made me realize to embrace
the urgent shifting in teaching and learning process. Apart from this, the course strengthen
my ability to improve my skills in adapting new trends from preparing activities,
monitoring learners’ progress, creating instructional material and facilitating interaction all
done through online portals. I can say that the course prepared me to cope with the sudden
shift in the delivery of instruction.
Finally, it also enlightened the teachers, administrators and stakeholders on
their roles and part each needs to fulfil.

26