SAMPLE ONLY

1. Republic of the Philippines
Department of Education
Region IV – A CALABARZON
School Division of Quezon Province
DOONGAN ILAYA NATIONAL HIGH SCHOOL
Catanauan District II
Prepared by:
M. OCHINANG

2. Name of Artifacts Professional Standards/Strands
Individual Learning Monitoring Plan 3.1 Learner’s gender, needs, strengths, interests, and experiences.
Lesson Plans ((e.g., DLP
, DLL, WHLP
, WLP
, WLL,
Lesson Exemplars, and the likes)
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.
TABLE OF CONTENTS
LDM Artifacts PPST Strands
MOVs on engaging learners for their progress
and achievement
5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning
MOVs on engaging key stakeholders in the
teaching learning process
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
MOVs on professional engagement with
colleagues
7.3 - Professional links with colleagues
7.5 - Professional development goals.

3. 3.1 Learner’s gender, needs, strengths, interests, and
experiences.
INDIVIDUAL LEARNING MONITORING PLAN

4. Learner’s Status
Learning Area
Learner’s
Needs
Intervention
Strategies
Provided
Monitoring
Date
Insignificant
Progress
Significant
Progress Mastery
English
Like majority
of the class,
she is having
tough time
understandin
texts from the
module
Revised /
modified texts
to promote
better
comprehensio
n and reading
habits
October 2020
up to date
Inconsistency
in the
development
of
comprehensio
n due to lack
of study time
She was able
to understand
what she
reads and
develops
interests
somehow
Remembering
the simple
rules of
grammar and
enhancing
vocabulary
effectively
Intervention: Revising the intructions and texts from the selections of the modules.
Status: She is making small significant development s from that time.

6. “Bridging the Gap”
One of the most challenging role of a
teacher is letting his/her students learn
the hard-to-understand lessons in the
easiest way he/she could relate them.
One instance where it could be obviously
noticed is on the printed modules that
they are using. Most of them, if not all,
totally mismatched to their ability and
skills or to their level of comprehension
since the printed modules were really not
designed carefully or exactly for their
likes. In that regard, I deviced a way
where I could make them understand or
learn competently the intended topics or
lessons of any given subject. Thus came
the idea of “bridging the gap” by revising
the modules, reprinting them in a more
understandable appearance making them
more appealing and interesting for the
students to read or study.

7. LESSON PLAN (e.g., DLP
, DLL, WHLP
, WLP
, WLL, Lesson Exemplars, and the likes)
3.4 - Learners in difficult circumstances.
4.1 - Planning and management of teaching and learning process.
4.2 - Learning outcomes aligned with learning competencies.
4.5 - Teaching and Learning Resources using ICT.
5.1 - Design, selection, organization and utilization of assessment strategies.

8. 3.4 - Learners in difficult circumstances.
4.5 - Teaching and Learning Resources using ICT.
Learner’s Status
Learning
Area
Learner’s
Needs
Intervention
Strategies
Provided
Monitorin
g Date
Insignificant
Progress
Significant
Progress Mastery
English
Like
majority of
the class,
they are
having
tough
understan
ding texts
from the
module
Communica
te using
mobile
phones thru
social
platforms
and sms
October
2020 up
date
Bit by bit
they are
making a
small or
significant
amount of
progress
They were
able to
device
means by
themselve
s to keep
track of
the
lessons in
time.
Keeping
their hope
and
interest to
the lessons
alive
Intervention: Introduction to the use of available technology.
Status: They are making small significant development s from that time.

9. T e a c h i n g a n d L e a r n i n g R e s o u r c e s u s i n g I C T .

10. 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.
Redesigning or reprinting of materials let the
learners easily understand the lesson well.

11. MOVS On engaging learners for their progress and achievement
5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning

12. Learner’s Status
Learning
Area
Learner’s
Needs
Interventio
n
Strategies
Provided
Monitorin
g Date
Insignifica
nt
Progress
Significant
Progress Mastery
English
Like
majority of
the class,
she is
having
tough
understan
ding texts
from the
module
Revised /
modified
texts to
promote
better
comprehe
nsion and
reading
habits
October
2020 up to
date
Inconsiste
ncy in the
developm
nt of
comprehe
nsion due
to lack of
study time
She was
able to
understan
d what she
reads and
develops
interests
somehow
Remembe
ing the
simple
rules of
grammar
and
enhancing
vocabular
effectively
Intervention: Revising the intructions and texts from the selections of the modules.
Status: She is making small significant development s from that time.
5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning

13. MOVS On engaging learners for their progress and achievement

14. M O V S o n P r o f e s s i o n a l E n g a g e m e n t w i t h C o l l e a g u e s
7.3 - Professional links with colleagues
7.5 - Professional development goals.

15. M O V S o n P r o f e s s i o n a l E n g a g e m e n t w i t h C o l l e a g u e s

16. M O V S o n P r o f e s s i o n a l E n g a g e m e n t w i t h C o l l e a g u e s

17. M O V S o n P r o f e s s i o n a l E n g a g e m e n t w i t h C o l l e a g u e s

18. M O V S o n P r o f e s s i o n a l d e v e l o p m e n t g o a l s .

19. MOVS on engaging key stakeholders in the teaching learning process
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

20. MOVS on engaging key stakeholders in the teaching learning process

21. MOVS on engaging key stakeholders in the teaching learning process

22. MOVS on engaging key stakeholders in the teaching learning process

23. Teachers not only listen, but also coach
and mentor their students. They are
able to help shape academic goals and
are dedicated to getting their students
to achieve them. Teachers have patience
for their students and are understanding
when a concept isn't taking.
Building relationships with students to God
is by far the most important thing a teacher
can do. Without a solid foundation and
relationships built with our Creator on trust
and respect, no quality learning will
happen. While I believe the importance of
relationships cannot be over stated, many
teachers have no idea where to start.
THANK YOU, my DINHS FAMILY