1. 1
Annotation Template for Teacher I-III (Proficient Teachers)
Objective/s Means of
Verification (MOV)
Description of the MOV
Presented
Annotations
2. Used research-based
knowledge and principles of
teaching and learning to
enhance professional
practice
One lesson plan
with annotations
identifying the
research-based
knowledge and/or
principles of
teaching and
learning used as
basis for
planning/designing
the lesson.
The attached MOV shows
the identified research-
based knowledge in all the
components of instruction
that improves student
learning.
In my lesson plan or lesson exemplar I used research-based
knowledge to enhance my professional practices in all components
of my lesson. I was able to engage my learners to use their prior
knowledge in analyzing the given, question, situation or problem
through the review and motivational part. Furthermore, the activities
I've provided for them used an inquiry-based approach, allowing
them to explore more ideas about the most important learning
competency (MELC). In the analysis, I asked them to explain and
elaborate on the concepts using the art of questioning, and I asked
them questions of both lower-order thinking skills (LOTs) and
higher-order thinking skills (HOTs). The lesson progressed during
the abstraction or development phase. While research-based
knowledge was used in the application or assimilation which
develops component skills, practice integrating them, and knowing
when to apply what they have learned.
(Below are the annotations for the Components of Instruction)
Learning objectives-Iused the verb describe, state, and solve
because students are dealing with the investigation in the
relationship between pressure and volume, and comparing these
verbs into a research, students were describing the situation or
problem, analyzing the data, stating the intended hypothesis,
performing some tests through experimentation in concern with
accepting or rejecting hypothesis (null or alternative)-a way of
solving the problem, laying-down the results/findings based from
the activity or study, and stating the conclusion (meaning problem
has been solved).
Instructional activities-I had let the student used the raw data
(materials) I provided for their activity, they followed the procedures
I stated in activity sheet, they investigated through experiment,
wrote down their findings/results, stated their conclusion
(relationship of pressure and volume) and the group activity
followed a specific scientific procedures/method in most parts.
Assessment-I let the students performed a word-problem, did
some calculation, let students complete the given statement then
state the conclusion (relationship of pressure and volume). Taking
these to research (quantitative method), in order to test our
2. 2
Objective/s Means of
Verification (MOV)
Description of the MOV
Presented
Annotations
hypothesis, we need to use statistical tool (T-test, independent T-
test, F-test or one-way ANOVA), and even in the qualitative
research, we always do the application of descriptive statistics
(calculating the mean, median, mode, and standard deviation) for
us to determine the dispersion and variability of scores and
formulate at least two equations needed for the statistical
treatment, all of these have something to do with simple to complex
calculation until such that we complete our study and state our
conclusion at the end based from the result of our study, yet, it
doesn’t end there, a plan for dissemination and utilization will follow
(application through adaptation of the study/innovation), just like in
my assignment and evaluation parts of my DLP, there’s always part
for real-life application that would set us free also from stopping our
own study until such we prove and we get desired outcome based
from the application that we have made.
