1. Department of Education
Region VI-Western Visayas
Schools Division of Capiz
ROXAS NATIONAL HIGH SCHOOL
Roxas, Tapaz, Capiz
LEARNING DELIVERY
MODALITY COURSE 2
PRACTICUM PORTFOLIO
ARTIFACTS / MOVs
DARREN LOUIE G. ESTOMO
Teacher I
4. Lesson Plans (e.g., DLP, DLL, WHLP, WLP, 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
of assessment strategies
5.
6.
7. ANNOTATION
In the first lesson, most of the aspects of lesson
plan (learning competency, learning objectives,
and performance task) are present with the
exception of learning output which was included
during the next lessons as found in the 2nd and
3rd picture of weekly home learning plan.
9. ANNOTATION
Contemporary Philippine Arts from the Regions and
Introduction to the Philosophy of the Human Person
modules, both of which are taught in Grade 12, first
semester of the school year were printed using A4 sized
bond paper per page. However, Philippine Politics and
Governance modules which were utilized in the second
semester of the school year were printed using A4 sized
bond paper but in booklet form. This was made to
maximize the use of bond papers and which was made
possible when done. It helped saved more bond papers
for printing usage.
10. Certification of participation in any
professional development activities
7.3 – Professional links with colleagues
7.5 – Professional development goals
11.
12. ANNOTATION
The first professional certificate on English
language is necessary to better read, write and
communicate to others. The second and third
professional certificate were during INSET
seminars in which concerns on school
management, curriculum, plans and
implementations, and other related matters were
discussed. Part also of the training was to be one
of the resource speaker for the said activity.
13. Reflective Summary 7.4 – Professional reflection
learning to improve practice
Some of the work aspects of LDM really showed my abilities and
performance when it comes to implementation of the said
endeavor. However, I would rather say that intensified efforts to
remedy the learning difficulty that learners have faced during
these trying times were minimal. Personally, LDM course have
made room for professional development but it raises concern
to whether the course truly strike the problem of remote
learning. Ancillary matters may have given teachers to work for
during this period where face-to-face instruction is still not an
option but should shift efforts to improve different feedback
practices that will truly address the learning difficulty learners
are facing. It may not solve all these problems. Partly, I do not
feel that most of my abilities truly reflect what I have achieved
this year through LDM course.
14. Se
LDM Artifact PPST Strand
MOVs on engaging learners for their progress
and achievement
5.2 – Monitoring and evaluation of learner
progress and achievement
5.2 – Feedback to improve learning
SELF-SELECTED
16. MOVs on professional engagement with
colleagues
7.3 – Professional links with colleagues
17. 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
