This document contains artifacts from a teacher's learning delivery modalities (LDM) course. It includes required artifacts such as individual learning monitoring plans, lesson plans, teacher-made learning resources, and certificates of professional development activities. It also includes self-selected artifacts like evidence of learner progress and achievement and examples of professional engagement and stakeholder participation in teaching and learning. For each artifact, the teacher provides annotations highlighting improvements made and how new strategies were applied.
The document outlines the required and self-selected artifacts that a teacher named Mildred A. Sarmiento must submit for the Learning Delivery Modalities course. The required artifacts include individual learning monitoring plans, lesson plans, teacher-made learning resources, records of professional development activities, and a reflective summary. The self-selected artifacts are on learners' progress and achievement, professional engagement, and stakeholder participation in teaching and learning. The artifacts provide evidence of monitoring plans, adapted lesson plans and resources to support learners, certificates of completed professional development, and reflections on improvements made.
This reflective summary discusses how the teacher feels their collection of work through the LDM course reflects their abilities and achievements this year. The teacher explains that the LDM course helped them better understand DepEd's learning modalities framework and the significant role of technology in education. It provided opportunities to improve skills in making weekly home learning plans, sub-tasking learning competencies, and localizing content. While the pandemic impacted some school activities, the teacher notes interleaving practices were established to still meet targets. The reflection relates the experience to professional teaching standards and the teacher's professional and personal development goals.
The document is a portfolio from a teacher documenting their work for the Learning Delivery Modality (LDM) Course 2 Practicum. It includes artifacts like lesson plans, learning resources, certificates of professional development, and a reflective summary. The portfolio covers the required LDM strands of monitoring learner progress, designing lessons, utilizing assessments, creating learning materials, and engaging in professional development and collaboration. It shows the teacher's implementation of LDM and efforts to address learner difficulties, though they reflect there is still room for improving feedback practices to better support remote learning.
The portfolio contains artifacts from the teacher's practice including learning monitoring plans, lesson plans, learning resources, and certificates of participation in professional development activities. The annotations summarize improvements made to lesson delivery and assessment strategies when adapting to distance learning modalities, including providing additional support for learners in difficult circumstances and utilizing various technologies and platforms to engage students remotely. Reflections on participating in training programs highlight gaining skills for improving the teaching and learning process during the pandemic.
This practicum portfolio contains various artifacts that Miguel Paras, a teacher at San Juan High School, used to deliver lessons during the 2020-2021 school year amidst the COVID-19 pandemic. The artifacts include individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and multimedia objects documenting engagement with learners, parents, and fellow teachers. The portfolio demonstrates Paras' ability to adapt to distance learning modalities and support students' learning needs through careful planning, monitoring, collaboration, and use of technology.
This document outlines artifacts from Labangan Elementary School related to their implementation of learning delivery modalities (LDM). It includes their LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, technical assistance plan for teachers, and reflections. It also includes documents on class organization, load distribution of teachers, supervision of teachers, risk management plans, and modular learning resource development. The school implemented a printed modular learning approach and created various plans and tools to facilitate its implementation, monitor progress, and support teachers and students through the transition to distance learning during the COVID-19 pandemic.
Ldm 2 practicum portfolio for lac leaders -abiera, lorlie a.LorlieAbiera1
This document contains the practicum portfolio of the principal of Southern Bugasong National High School. It includes various artifacts from the implementation of the Leadership Development Module (LDM) program. The portfolio contains the LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, teacher assistance plan, and a reflective summary. It demonstrates how the LDM program prepared the principal and teachers to address the challenges of remote learning during the COVID-19 pandemic and improve education in the school.
The document outlines the required and self-selected artifacts that a teacher named Mildred A. Sarmiento must submit for the Learning Delivery Modalities course. The required artifacts include individual learning monitoring plans, lesson plans, teacher-made learning resources, records of professional development activities, and a reflective summary. The self-selected artifacts are on learners' progress and achievement, professional engagement, and stakeholder participation in teaching and learning. The artifacts provide evidence of monitoring plans, adapted lesson plans and resources to support learners, certificates of completed professional development, and reflections on improvements made.
This reflective summary discusses how the teacher feels their collection of work through the LDM course reflects their abilities and achievements this year. The teacher explains that the LDM course helped them better understand DepEd's learning modalities framework and the significant role of technology in education. It provided opportunities to improve skills in making weekly home learning plans, sub-tasking learning competencies, and localizing content. While the pandemic impacted some school activities, the teacher notes interleaving practices were established to still meet targets. The reflection relates the experience to professional teaching standards and the teacher's professional and personal development goals.
The document is a portfolio from a teacher documenting their work for the Learning Delivery Modality (LDM) Course 2 Practicum. It includes artifacts like lesson plans, learning resources, certificates of professional development, and a reflective summary. The portfolio covers the required LDM strands of monitoring learner progress, designing lessons, utilizing assessments, creating learning materials, and engaging in professional development and collaboration. It shows the teacher's implementation of LDM and efforts to address learner difficulties, though they reflect there is still room for improving feedback practices to better support remote learning.
The portfolio contains artifacts from the teacher's practice including learning monitoring plans, lesson plans, learning resources, and certificates of participation in professional development activities. The annotations summarize improvements made to lesson delivery and assessment strategies when adapting to distance learning modalities, including providing additional support for learners in difficult circumstances and utilizing various technologies and platforms to engage students remotely. Reflections on participating in training programs highlight gaining skills for improving the teaching and learning process during the pandemic.
This practicum portfolio contains various artifacts that Miguel Paras, a teacher at San Juan High School, used to deliver lessons during the 2020-2021 school year amidst the COVID-19 pandemic. The artifacts include individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and multimedia objects documenting engagement with learners, parents, and fellow teachers. The portfolio demonstrates Paras' ability to adapt to distance learning modalities and support students' learning needs through careful planning, monitoring, collaboration, and use of technology.
This document outlines artifacts from Labangan Elementary School related to their implementation of learning delivery modalities (LDM). It includes their LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, technical assistance plan for teachers, and reflections. It also includes documents on class organization, load distribution of teachers, supervision of teachers, risk management plans, and modular learning resource development. The school implemented a printed modular learning approach and created various plans and tools to facilitate its implementation, monitor progress, and support teachers and students through the transition to distance learning during the COVID-19 pandemic.
Ldm 2 practicum portfolio for lac leaders -abiera, lorlie a.LorlieAbiera1
This document contains the practicum portfolio of the principal of Southern Bugasong National High School. It includes various artifacts from the implementation of the Leadership Development Module (LDM) program. The portfolio contains the LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, teacher assistance plan, and a reflective summary. It demonstrates how the LDM program prepared the principal and teachers to address the challenges of remote learning during the COVID-19 pandemic and improve education in the school.
This document contains artifacts from a teacher's Learning Delivery Modalities (LDM) portfolio. It includes the teacher's profile information and outlines the required and self-selected artifacts in the portfolio. The required artifacts section includes individual learning monitoring plans, lesson plans, teacher-made learning resources, records of professional development activities, and a reflective summary. The self-selected artifacts section lists learners' progress and achievement, professional engagement, and stakeholders' participation in teaching and learning. Each artifact includes annotations describing adjustments made and reflections on implementing distance learning modalities.
LDM2_MatiaoNHS_2020-2021_DEAÑO, FRED RYAN.pptxFred Ryan Deaño
This portfolio document outlines the required and self-selected artifacts that a teacher named Fred Ryan C. Deaño has included to demonstrate their teaching practice based on the Philippine Professional Standards for Teachers. The artifacts include lesson plans, learning resources created by the teacher, certificates of participation in professional development activities, and documentation of monitoring student progress and engaging with stakeholders. The reflective summary discusses how the Learning Delivery Modalities course helped the teacher address learner needs in the new normal classroom.
This document provides an overview of training courses for teachers offered by the Department of Education. It outlines 6 courses that cover topics like the responsibilities of teachers, professional standards, curriculum, and lesson planning. Each course has 3-5 modules that focus on specific themes. The modules are divided into sessions that include activities, tasks and scenarios. The goal is to help teachers understand policies and standards, develop lesson plans aligned with the curriculum, and improve their instructional practices based on a performance management system.
This document contains artifacts from Doongan Ilaya National High School that demonstrate how they address various Professional Standards for Teachers. It includes an Individual Learning Monitoring Plan showing how a student's needs in English are assessed and interventions provided. It also contains sample Lesson Plans addressing topics like planning instruction and using technology. Additional artifacts provide examples of engaging learners, stakeholders, and colleagues to support teaching and learning.
Arpay-LDM2 Practicum Portfolio2 power pointDianneArpay
This document is a portfolio created by Jojo G. Balansag for an LDM 2 Practicum course. It contains tables of contents for required and self-selected artifacts, as well as sections for required and self-selected artifacts. The required artifacts include individual learning plans, lesson plans, teacher-made learning resources, and a certificate of participation in professional development. The reflections showcase improvements in student learning and the creation of engaging online resources. Self-selected artifacts include photos of student recognition, conversations with parents to support learning, and images of professional collaboration meetings.
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities.
3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.
The document outlines courses for teachers that cover topics like becoming a DepEd teacher, understanding the K-12 curriculum, the Philippine Professional Standards for Teachers (PPST), and engaging communities. Each course has 3-4 modules that include sessions on key topics. Sessions provide activities, scenarios and outputs to help teachers achieve intended learning outcomes. The PPST framework and Results-based Performance Management System (RPMS) are aligned to guide teachers' professional development and performance evaluation.
The document discusses different strategies and methods for teaching science in elementary classrooms, including demonstration methods, project-based learning, thematic instruction, and computer-assisted learning. It describes key steps for using demonstration methods, such as exploration, demonstration, student performance, and evaluation phases. Project-based learning involves creating situations, selecting projects, planning, execution, and evaluation. Thematic instruction allows integrating subjects around common themes. Computer-assisted learning and virtual environments can enhance learning with technology.
This document outlines a training session on utilizing assessment data to improve teaching and learning. The session objectives are to determine the purposes of assessment, understand how to effectively use data to support decision-making, and translate assessment data into instructional plans. Various assessment data is presented, and participants discuss how data can impact instruction. Ways to utilize data include planning interventions, developing strategies, setting goals, monitoring progress, and identifying professional development needs. The session aligns the topic to career stage standards and examines how participants can apply lessons to improve their technical assistance plans.
This document appears to be a portfolio submitted by a teacher named Goldwin Frank Guzma for a practicum on Learning Delivery Modalities 2 (LDM2). The portfolio contains various sections including individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and a reflective summary. It includes artifacts related to different professional teaching standards like planning instruction, assessing student learning and progress, utilizing resources including ICT, engaging in professional development and reflection. The portfolio provides annotations for each artifact explaining how it demonstrates the teacher's proficiency in the relevant professional standard.
This document appears to be a portfolio submitted by a teacher named Goldwin Frank Guzma for a practicum on Learning Delivery Modalities 2 (LDM2). The portfolio contains various sections including individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and a reflective summary. It includes artifacts related to different professional teaching standards involving learners' needs, assessment strategies, use of resources, professional development, and reflection to improve practice. The portfolio demonstrates how the teacher planned lessons, monitored learner progress, engaged in professional learning, and reflected on implementing LDM2 during the pandemic.
Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not au
This portfolio outlines the objectives and key result areas for a teacher, Mrs. Lorna C. Pordaliza, for the 2022-2023 school year. It includes 15 objectives across 5 key result areas: content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. Evidence provided to demonstrate achieving the objectives includes classroom observation tools, lesson plans, instructional materials, and results of assessments. The portfolio also includes an introduction by the teacher.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to meet through classroom observations, supplementary teaching materials, assessments of learner progress, collaboration with colleagues, and other means. Requirements include observation forms, lesson plans, assessment data analysis, minutes from meetings, and documentation of coaching other teachers. The objectives cover a range of topics from direct teaching responsibilities to supporting learner achievement, maintaining positive learning environments, using data to improve, engaging stakeholders, and upholding ethical teaching standards.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to fulfill, each requiring submission of classroom observations, supplementary teaching materials, minutes of meetings, program evaluations, and other documents. The objectives focus on teaching skills, developing supportive learning environments, data-driven instruction, community engagement, upholding ethics, and enhancing the teaching profession. Teachers must submit various forms and materials as evidence to meet each objective.
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.
This portfolio contains artifacts from OCTOBER C. GARAY's teaching practicum from 2021-2022. It includes individual learning monitoring plans, lesson plans, assessments, certificates of professional development, and reflections. The artifacts provide evidence of Garay monitoring student progress, engaging learners through various modalities, utilizing resources including ICT, collaborating with colleagues, and reflecting on teaching practice to improve. The portfolio demonstrates how Garay addressed students' needs and adapted teaching during the challenges of the pandemic.
This document outlines the key components of effective lesson planning for elementary teachers. It defines a lesson plan and identifies its main parts: objectives, subject matter, instructional procedure, evaluation, and assignment. It differentiates between detailed, semi-detailed, and brief lesson plans. It also describes several teaching models that can be used in the instructional procedure, including discovery learning, inquiry learning, problem-based learning, cooperative learning, and the 4A's teaching approach. Finally, it provides guidance on preparing a lesson plan by selecting topics and objectives, including motivation, designing instruction, and planning evaluation activities.
This document provides information about tools used for sewing household linens. It discusses measuring tools like tape measures and rulers, cutting tools like dressmaking shears and pinking shears, marking tools like tailor's chalk and tracing wheels, and sewing tools like needles, pins, and thread. The document provides examples of specific tools in each category and describes their basic functions.
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This document contains artifacts from a teacher's Learning Delivery Modalities (LDM) portfolio. It includes the teacher's profile information and outlines the required and self-selected artifacts in the portfolio. The required artifacts section includes individual learning monitoring plans, lesson plans, teacher-made learning resources, records of professional development activities, and a reflective summary. The self-selected artifacts section lists learners' progress and achievement, professional engagement, and stakeholders' participation in teaching and learning. Each artifact includes annotations describing adjustments made and reflections on implementing distance learning modalities.
LDM2_MatiaoNHS_2020-2021_DEAÑO, FRED RYAN.pptxFred Ryan Deaño
This portfolio document outlines the required and self-selected artifacts that a teacher named Fred Ryan C. Deaño has included to demonstrate their teaching practice based on the Philippine Professional Standards for Teachers. The artifacts include lesson plans, learning resources created by the teacher, certificates of participation in professional development activities, and documentation of monitoring student progress and engaging with stakeholders. The reflective summary discusses how the Learning Delivery Modalities course helped the teacher address learner needs in the new normal classroom.
This document provides an overview of training courses for teachers offered by the Department of Education. It outlines 6 courses that cover topics like the responsibilities of teachers, professional standards, curriculum, and lesson planning. Each course has 3-5 modules that focus on specific themes. The modules are divided into sessions that include activities, tasks and scenarios. The goal is to help teachers understand policies and standards, develop lesson plans aligned with the curriculum, and improve their instructional practices based on a performance management system.
This document contains artifacts from Doongan Ilaya National High School that demonstrate how they address various Professional Standards for Teachers. It includes an Individual Learning Monitoring Plan showing how a student's needs in English are assessed and interventions provided. It also contains sample Lesson Plans addressing topics like planning instruction and using technology. Additional artifacts provide examples of engaging learners, stakeholders, and colleagues to support teaching and learning.
Arpay-LDM2 Practicum Portfolio2 power pointDianneArpay
This document is a portfolio created by Jojo G. Balansag for an LDM 2 Practicum course. It contains tables of contents for required and self-selected artifacts, as well as sections for required and self-selected artifacts. The required artifacts include individual learning plans, lesson plans, teacher-made learning resources, and a certificate of participation in professional development. The reflections showcase improvements in student learning and the creation of engaging online resources. Self-selected artifacts include photos of student recognition, conversations with parents to support learning, and images of professional collaboration meetings.
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities.
3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.
The document outlines courses for teachers that cover topics like becoming a DepEd teacher, understanding the K-12 curriculum, the Philippine Professional Standards for Teachers (PPST), and engaging communities. Each course has 3-4 modules that include sessions on key topics. Sessions provide activities, scenarios and outputs to help teachers achieve intended learning outcomes. The PPST framework and Results-based Performance Management System (RPMS) are aligned to guide teachers' professional development and performance evaluation.
The document discusses different strategies and methods for teaching science in elementary classrooms, including demonstration methods, project-based learning, thematic instruction, and computer-assisted learning. It describes key steps for using demonstration methods, such as exploration, demonstration, student performance, and evaluation phases. Project-based learning involves creating situations, selecting projects, planning, execution, and evaluation. Thematic instruction allows integrating subjects around common themes. Computer-assisted learning and virtual environments can enhance learning with technology.
This document outlines a training session on utilizing assessment data to improve teaching and learning. The session objectives are to determine the purposes of assessment, understand how to effectively use data to support decision-making, and translate assessment data into instructional plans. Various assessment data is presented, and participants discuss how data can impact instruction. Ways to utilize data include planning interventions, developing strategies, setting goals, monitoring progress, and identifying professional development needs. The session aligns the topic to career stage standards and examines how participants can apply lessons to improve their technical assistance plans.
This document appears to be a portfolio submitted by a teacher named Goldwin Frank Guzma for a practicum on Learning Delivery Modalities 2 (LDM2). The portfolio contains various sections including individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and a reflective summary. It includes artifacts related to different professional teaching standards like planning instruction, assessing student learning and progress, utilizing resources including ICT, engaging in professional development and reflection. The portfolio provides annotations for each artifact explaining how it demonstrates the teacher's proficiency in the relevant professional standard.
This document appears to be a portfolio submitted by a teacher named Goldwin Frank Guzma for a practicum on Learning Delivery Modalities 2 (LDM2). The portfolio contains various sections including individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and a reflective summary. It includes artifacts related to different professional teaching standards involving learners' needs, assessment strategies, use of resources, professional development, and reflection to improve practice. The portfolio demonstrates how the teacher planned lessons, monitored learner progress, engaged in professional learning, and reflected on implementing LDM2 during the pandemic.
Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not au
This portfolio outlines the objectives and key result areas for a teacher, Mrs. Lorna C. Pordaliza, for the 2022-2023 school year. It includes 15 objectives across 5 key result areas: content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. Evidence provided to demonstrate achieving the objectives includes classroom observation tools, lesson plans, instructional materials, and results of assessments. The portfolio also includes an introduction by the teacher.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to meet through classroom observations, supplementary teaching materials, assessments of learner progress, collaboration with colleagues, and other means. Requirements include observation forms, lesson plans, assessment data analysis, minutes from meetings, and documentation of coaching other teachers. The objectives cover a range of topics from direct teaching responsibilities to supporting learner achievement, maintaining positive learning environments, using data to improve, engaging stakeholders, and upholding ethical teaching standards.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to fulfill, each requiring submission of classroom observations, supplementary teaching materials, minutes of meetings, program evaluations, and other documents. The objectives focus on teaching skills, developing supportive learning environments, data-driven instruction, community engagement, upholding ethics, and enhancing the teaching profession. Teachers must submit various forms and materials as evidence to meet each objective.
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.
This portfolio contains artifacts from OCTOBER C. GARAY's teaching practicum from 2021-2022. It includes individual learning monitoring plans, lesson plans, assessments, certificates of professional development, and reflections. The artifacts provide evidence of Garay monitoring student progress, engaging learners through various modalities, utilizing resources including ICT, collaborating with colleagues, and reflecting on teaching practice to improve. The portfolio demonstrates how Garay addressed students' needs and adapted teaching during the challenges of the pandemic.
This document outlines the key components of effective lesson planning for elementary teachers. It defines a lesson plan and identifies its main parts: objectives, subject matter, instructional procedure, evaluation, and assignment. It differentiates between detailed, semi-detailed, and brief lesson plans. It also describes several teaching models that can be used in the instructional procedure, including discovery learning, inquiry learning, problem-based learning, cooperative learning, and the 4A's teaching approach. Finally, it provides guidance on preparing a lesson plan by selecting topics and objectives, including motivation, designing instruction, and planning evaluation activities.
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This document provides information about tools used for sewing household linens. It discusses measuring tools like tape measures and rulers, cutting tools like dressmaking shears and pinking shears, marking tools like tailor's chalk and tracing wheels, and sewing tools like needles, pins, and thread. The document provides examples of specific tools in each category and describes their basic functions.
Cooking involves using heat to prepare food for consumption. It can be done by individuals at home or professional chefs in restaurants. The materials commonly found in kitchens include stainless steel, aluminum, ceramic, glass, cast iron, plastic, and rubber. These materials are used to make various cooking utensils and equipment like pots, pans, cutting boards, knives, and appliances like refrigerators, blenders, and microwave ovens that aid in food preparation and storage.
Here are three issues I derived from the story and suggestions to address them:
1. Social issue - Prostitution and social escorting of young people.
To avoid this, parents must closely monitor their children's activities and whereabouts. Communities and schools can also implement values education programs to teach youth about relationships, sexuality and responsible decision making.
2. Family issue - Strained parent-child relationships when children go against parents' values.
Parents must communicate openly with children and guide them with love and understanding. Seek counseling if needed to rebuild trust and set proper boundaries.
3. Economic issue - Reliance on questionable means like prostitution for livelihood.
Governments and NGOs
The document provides guidance on writing narrative stories. It explains that narrative writing tells a story about an event by including important details about who, what, when, where, and why. A good narrative story is focused on one main idea and organized with a beginning, middle, and end. Transitions help the story flow logically between parts. The document also provides an example of a 5-sentence narrative story about a bicycle accident and discusses how adding more descriptive details can improve the story.
This document is a daily lesson log for an English class. It outlines the objectives, content, procedures, and assessment for 5 sessions on reading comprehension and listening comprehension. The sessions covered different reading styles (scanning, skimming, intensive reading), author's purpose, and suprasegmentals (volume, pitch, stress, intonation, rate of speech). Activities included reviewing concepts, presentations, group discussions, analyzing a poem on Africa, and individual assessments. The teacher reflected on student performance and areas for improvement.
This document is a daily lesson log from an English teacher in the Philippines. It details the objectives, content, procedures, and assessments for 5 reading comprehension lessons taught to 5 different class sections over the course of a day. The lessons cover topics like logical connectors, skimming, different reading styles (scanning, speed reading, intensive reading), and identifying an author's purpose. Formative assessments are conducted throughout each lesson in whole class, group, and individual activities. The log also tracks student performance and need for remedial lessons.
1. The document outlines the daily lesson plan for an English class focusing on reading comprehension. The objectives are to learn about logical connectors, different reading styles like skimming and scanning, and identifying an author's purpose.
2. Activities include reviewing logical connectors, discussing reading styles through examples, and identifying the purpose in sample texts. Formative assessments evaluate the students' understanding of logical connectors, use of skimming strategies, identifying reading styles, and determining an author's purpose.
3. A reflection section evaluates student performance and learning, the effectiveness of remedial lessons, and opportunities for improving teaching methods.
This document contains a daily lesson log from a teacher in the Philippines. It outlines the objectives, content, learning resources, procedures, and reflections for 5 English lessons on logical connectors, skimming techniques, and comprehending an excerpt about Africa. The lessons involve reviewing concepts, practicing skills through group and individual activities, and formatively assessing students. The log tracks student performance and need for remediation. It is checked by the department chairperson.
This document is a daily lesson log for an English class focusing on logical connectors. The objectives are for students to demonstrate understanding of African literature and compose an informative speech. The content covers different types of logical connectors like additive, exemplification, and reference. Procedures include reviewing connectors, examples and practice identifying them in sentences. Assessment has students writing paragraphs using the connectors. The reflection notes student performance and ways to improve teaching strategies.
This document outlines the weekly lesson plan for an English class at Camabu National High School. It includes the objectives to be covered over the week connected to curriculum standards. The content and performance standards as well as learning competencies are to be included. The plan lists the learning resources and materials to be used each day including textbooks, additional materials, and the learning resource portal. The procedures section outlines the steps to be taken each day such as reviewing previous lessons, establishing purposes, presenting examples, discussing concepts, formative assessments, and additional activities. The reflection section evaluates student progress and the teacher's strategies, difficulties, and any innovations or localized materials discovered.
This certificate of completion recognizes Rochelle B. Santillan for attending all webinars and completing all requirements of the New Teacher Camp Program, including maximizing lesson time, getting students to speak, achieving lesson aims, the 51Talk X-Factor, JK12 specialization, handling different types of learners, correct me if I'm wrong, creating your own brand, and the 51Talk virtual classroom.
This document outlines various proofreading marks and their meanings used in editing documents. It explains that short lines under letters indicate capitalization, lines through letters indicate lowercase, circles around numbers or words show they should be spelled out, and other marks connect words, separate letters, indicate formatting like italics or bold, denote paragraphs, or show additions or deletions in text.
1. This document provides examples and definitions related to context clues, citations, parts of a plot, persuasive devices, transitions, adjectives of emotion, and modals.
2. It includes multiple choice questions to test understanding of vocabulary like "xenophobia", "mitigate", "vicissitudes", and transition words.
3. The document covers a wide range of topics related to analyzing texts and language.
This document outlines the budget of work for Grade 8 English for the first quarter. It includes 5 modules that will be covered in the first 5 weeks, with topics such as noting context clues, writing bibliographies, using modal verbs and nouns/adverbs, using transition signals, and expressing emotional responses. Each module identifies the most essential learning competencies, domain, strategies, activities, and number of days to be taught. The document provides a detailed quarterly plan to guide English instruction for students in Grade 8.
The document discusses modals that express prohibition in English. It provides examples of sentences using the modals "can't" and "mustn't" to prohibit actions. "Can't" is used to show something is against the rules or impossible. "Mustn't" means an action is forbidden or dangerous, and often implies an order or strong recommendation. The document also includes directions to complete sentences using the proper modal of prohibition, and answers the directions with the modals "can't" or "mustn't".
This document discusses building a teaching portfolio related to implementing learning delivery modalities. It covers key topics like evaluation rubrics and portfolio implementation. Teachers are instructed to study the evaluation rubric criteria and indicators and discuss how to meet them. The expected outputs for each module are listed, including an individual learning plan, unpacking learning competencies, lesson designs, and ultimately a portfolio for learning delivery modalities.
The boy who watched over the village's sheep would cry "wolf" to entertain himself, tricking the villagers into coming to help. When a real wolf appeared, the boy cried for help but the villagers didn't believe him, having been fooled before. With no one to assist, the wolf chased away all the sheep, leaving the boy alone and crying on the hill, having learned that crying wolf falsely means not being believed when truly needed.
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2. Table of contents
REQUIRED LDM Artifacts
1. Individual Learning Monitoring Plans
2. Lesson Plans
3. Teacher-made Learning Resources
4. Professional Development Activities
5. Reflective summary
SELF-SELECTED LDM Artifacts
6. Learners Progress and Achievement
7. Professional Engagement
8. Stake-holders participation in the
Teaching-Learning Process
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
Required
LDM
Artifacts
Required
LDM
Artifacts
TEACHERS’ PROFILE
PICTURE / IMAGE
NAME: FERDINAND M. CEREZO
TEACHING POSITION: TEACHER II
LEARNING AREA: MAPEH
GRADE LEVEL : 8 & 9
EMAIL ADD:: cerezoferdinand@gmail.com
CONTACT NUMBER: 09638592874
3. Required LDM
Artifact 1:
Individual learning
monitoring plans
REMARKS
You may include 2-3 ILMPs to show the improvements
you made in creating ILMPs.
Highlight in the annotation/Compare the part/s of the
ILMPs in which you made adjustments.
The ILMPs could be for the same student or for
different learners. .
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Required
LDM
Artifacts
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
Self-Selected
LDM Artifacts
4. PICTURE / IMAGE
Individual Learning Monitoring Plans
PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and
experiences
PICTURE / IMAGE
Individual Learning Monitoring Plans
PPST Strand: 3.1 - Learners’ gender, needs, strengths, interests and
experiences
ANNOTATION: I asked his English teacher to give him a series of exercises to improve his
reading comprehension with the help of his parents to guide this learner to answer
properly his module. Because with the proper communication skills, the more you
understand the lesson.
ANNOTATION: Same with learner 1, I also use those strategies and there is also an
improvement in his learning. So I decided to continue with my intervention strategies.
5. REQUIRED LDM
ARTIFACT 2:
LESSON PLANS
REMARKS
You may include 2-3 lesson plans from different quarters to
show the improvements you made in creating them.
In the annotation, highlight/compare the part/s of the
lesson plans in which you made adjustments. You may
cover the following:
● competencies
● learning objectives
● performance tasks
● learning outputs, etc.
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Required
LDM
Artifacts
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
Self-Selected
LDM Artifacts
6. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
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
Lesson Plans Lesson Plans
PPST Strand:
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
7. ANNOTATION: The lesson started by asking learners about the bad effects of
using drugs and how to avoid using them especially during their teenage year. It
came with a situational scenario.
PICTURE / IMAGE
PPST Strand:
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
Lesson Plans Lesson Plans
PPST Strand:
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
8. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
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
Lesson Plans Lesson Plans
PPST Strand:
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
9. PICTURE / IMAGE
ANNOTATION: ANNOTATION: The lesson started by asking learners about the bad
effects of using drugs and how to avoid using them especially during their teenage
year. It came with a situational scenario. And added some activities
PICTURE / IMAGE
PPST Strand:
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
Lesson Plans Lesson Plans
PPST Strand:
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
10. REQUIRED LDM
Artifact 3:
TEACHER-MADE
LEARNING RESOURCES
REMARKS
You may include any of the following learning
resources:
● MDL: 2-3 sample modules
●ODL: screenshots of 2-3 online lessons,
presentations, quizzes using collaborative
technology (padlet, google classroom, etc.)
In the annotation, highlight/compare the part/s of the
learning resources where you made adjustments.
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Required
LDM
Artifacts
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
Self-Selected
LDM Artifacts
11. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
12. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
13. PICTURE / IMAGE
ANNOTATION:
PICTURE / IMAGE
ANNOTATION:
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
14. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
15. ANNOTATION: The lesson started
by having a short review about the
previous lesson, “Gateway Drugs.”
Activities were also given. Activity
was added in assessment to test
their skills.
PICTURE / IMAGE
ANNOTATION:
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
16. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
17. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
18. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
19. PICTURE / IMAGE
PICTURE / IMAGE
PPST Strand:
4.5 - Teaching and learning resources including ICT
Teacher made Learning Resources Teacher made Learning Resources
PPST Strand:
4.5 - Teaching and learning resources including ICT
PICTURE / IMAGE
ANNOTATION: ANNOTATION: The lesson started by having a short review about the previous lesson,
“Drugs.” Activities were also given. Activity was added in assessment to test their skills
20. REQUIRED LDM
ARTIFACT 4:
PROFESSIONAL
DEVELOPMENT
ACTIVITIES
REMARKS
You may include certificates received from 2-3 PD
activities.
In the annotation, briefly explain whether these were
part or not part of your original PD goals in your
development plan, and how you applied what you have
learned in your work as a teacher.
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Self-Selected
LDM Artifacts
Required
LDM
Artifacts
21. PICTURE / IMAGE
ANNOTATION: This is a virtual In-Service Training for public school teachers. I had a little problem
operating my depEd account, because without those data I cannot attend to this seminar thanks to my
colleagues. I learned a lot of things in this webinar. I was updated to the latest trends in teaching-
learning/learning-teaching process which is very essential and useful to our profession.
PICTURE / IMAGE
ANNOTATION: This is a 3-day School-Based In-Service Training for Teachers. This training is very useful
in my professional development for lessons because of my age, I need to cope up with the millennials.
This focuses on how to edit videos which can we use in preparing video lessons as Sir Renz and Sir Mike
discussed about power director and capcut. The use of chat room was also highlighted which can we use
to deal with students' needs as Sir Jovanni discussed it.
PPST Strand:
7.3 - Professional links with colleagues
7.5 - Professional development goals
Professional Development Activities Professional Development Activities
PPST Strand:
7.3 - Professional links with colleagues
7.5 - Professional development goals
22. REQUIRED LDM
ARTIFACT 5:
REFLECTIVE SUMMARY
REMARKS
This reflective essay should answer the question: Do
you feel that this collection of work really reflects
your abilities and what you have achieved this year
through the LDM course? Why or why not?
Your reflection should describe your personal
experience in implementing distance LDM/s, show
depth of analysis and synthesis of this experience, and
relate it to professional standards and to your
professional and personal development goals.
Required
LDM
Artifacts
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Self-Selected
LDM Artifacts
23. With my age, I cant believe that I can do this.
This dedicate this output to all my colleagues
who do not left me behind due to my lack of
knowledge about using computer. I am proud
that I am part of this institution. Doing this is not
easy but by helping each other, nothing is
impossible. Given that teaching and learning in
the new normal is not that easy, I still did my
best. I enjoyed editing and modifying modules.
From here, I can say that, there is still advantage
happened during pandemic. I also learned new
things by attending virtual seminars like on how
to edit video lessons, how to do a comic strips,
and a lot of things.
Question:
Do you feel that this collection of
work really reflects your abilities
and what you have achieved this
year through the LDM course?
Why or why not?
PPST Strand:
7.4 - Professional reflection and learning to improve practice
Reflective Summary
24. SELF-SELECTED
LDM ARTIFACT
6:
LEARNERS PROGRESS
AND ACHIEVEMENT
REMARKS
You may include photo-documentation of
● conversations through chat/text/video conference about class
requirements
● notes or messages as feedback to their submitted outputs
(activity sheets, SLMs, portfolio,etc.)
● kumustahan/consultation sessions with learners
Blur names and photos of students, parents/guardians to protect
their privacy
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Required
LDM
Artifacts
Self-Selected
LDM Artifacts
25. PICTURE / IMAGE
ANNOTATION: Communications is fundamental to the existence and survival of humans as well as to an
organization especially this pandemic
PICTURE / IMAGE
PPST Strand:
5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning
PPST Strand:
5.2 - Monitoring and evaluation of learner progress and achievement
5.3 - Feedback to improve learning
Learners Progress and Achievement Learners Progress and Achievement
26. SELF SELECTED
LDM ARTIFACT
7:
PROFESSIONAL
ENGAGEMENT
REMARKS
You may include photo-documentation of
● socially-distanced in-person/online synchronous LAC Sessions
● LDM-related LAC chats (text, messenger, viber, etc)
● faculty meetings
● in-service trainings
Stake-holders
participation
in the
Teaching-
Learning
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Required
LDM
Artifacts
Self-Selected
LDM Artifacts
27. PICTURE / IMAGE
ANNOTATION: Non stop learning new things amidst pandemic by attending Webinars
and Inset trainings in order to give our best to assist or to help our learners.
PICTURE / IMAGE
PPST Strand:
7.3 - Professional links with colleagues
PPST Strand:
7.3 - Professional links with colleagues
Professional Engagement Professional Engagement
28. SELF SELECTED
LDM ARTIFACT
8:
STAKE-HOLDERS
PARTICIPATION IN THE
TEACHING-LEARNING
PROCESS
REMARKS
You may include photo-documentation of
● conversations with parents/guardians through
chat/text/video conference
● parents dropping off modules at designated school boxes
Blur names and photos of parents/guardians to protect their
privacy.
TABLE OF
CONTENT
Individual
Learning
Monitoring
Plans
Lesson
Plans
Teacher-
made
Learning
Resources
Professional
Development
Activities
Reflective
Summary
Learners
Progress and
Achievement
Professional
Engagement
Stake-holders
participation
in the
Teaching-
Learning
Process
Required
LDM
Artifacts
Self-Selected
LDM Artifacts
29. PICTURE / IMAGE
ANNOTATION: Correspondence among instructors and guardians is additionally
fundamental in having an effective and effective learning. Consequently, I generally
send messages to my dear guardians concerning their kid's advancement. I let them
know if their youngsters are presenting their modules. I am also advising them about
the circulation regarding modules. I do believe that through the common endeavors of
each educator and each parent, no student will be left behind.
PICTURE / IMAGE
PPST Strand:
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
Stake-holders participation in the Teaching-Learning Process
PPST Strand:
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
Stake-holders participation in the Teaching-Learning Process
Sales
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