Modality Course 2: Practicum

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu City
SOUTH DISTRICT 3
MAMBALING ELEMENTARY SCHOOL
Modality Course 2
Practicum
ARTIFACTS/MOVs
MELISSA Y. ISRAEL
Teacher I
VIVIAN A. TAGUPA
Principal

TABLE OF CONTENTS
NAME OF ARTIFACT PAGE
Individual Learning Monitoring Plans . . . . . . . . . . . . . . .
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher-made/
Modified learning resources . . . . . . . . . . . . . . . . . . . . . . .
Certificates of participation in any

Professional development (PD) activities . . . . . . . . . . . . .
Reflective Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning
Delivery Modality
Course 2
Practicum Portfolio
REQUIRED ARTIFACTS

NAME OF ARTIFACT: INDIVIDUAL LEARNING MONITORING PLANS
PROFESSIONAL STANDARD STRAND:
3.1 – Learners’ gender, needs, strengths, interests, and experiences.
ANNOTATIONS:
The first learning monitoring plan was revised since the learner was not making
significant progress due to difficulty level of learning across the content.
The learner during the second monitoring plan was given concrete examples and
simplified answer/activity sheets as its intervention strategy and shows significant
progress.
The learner has reached mastery of the competencies in the third learning
monitoring plan provided with additional guidance and regular monitoring as its
intervention strategy.

NAME OF ARTIFACT: LESSON PLANS
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
ANNOTATIONS:
Competencies of the two lesson plans are based on a K-12 MELCs with Curriculum
Guide codes.
Learning Objectives are within SMART approach and covers the three domains of
learning.
Performance Tasks are graded objectively using a scoring guide or a rubric/s.
Learning Outputs are provided with differentiated exercises to meet the learners’
level of difficulty and are aligned to its learning objectives and competencies.
ICT Integration are implemented in the 2nd quarter LP to make the learning effective
by showing concrete examples and models as their references.

NAME OF ARTIFACT: TEACHER-MADE/ MODIFIED LEARNING RESOURCES
4.5 – Teaching and learning resources including ICT
Picture 2
Picture 1
Picture 3
Picture 4
ANNOTATIONS:
Picture 1 - which is the 1st Quarter Learning Module for MAPEH Music 1 that has
limited exercises.
Picture 2 - shows the added questions to acquire higher-order thinking skills of the
learner and differentiated instructions with enrichment activities to enhance in depth
understanding of the topic.
Picture 3 - 2nd Quarter Learning Module for MAPEH Music 1 with simple and
superficially attractive to learners.
Picture 4 - shows integration of ICT or use of audio and video presentation to catch
the learners’ attention by providing prototype examples and for them to responds
appropriately and performs accurately to the given tasks.

NAME OF ARTIFACT: CERTIFICATES OF PARTICIPATION IN ANY PROFESSIONAL
DEVELOPMENT (PD) ACTIVITIES
7.3 – Professional links with colleagues
7.5 – Professional development goals
ANNOTATIONS:
Teacher Induction Program – is part of my professional development goal toward
being an effective teacher and commitment to my profession. Through this training
and other mentoring activities helps me to improve my professional development
skills that today’s teachers should possess. In terms of teaching, given the ideas and
information of how to deal 21st century learners, gives educators the tools and skills
to stay modern and be prepared for the changing trends in education.
Webinar Session for Teachers on Remote Teaching through Google Platforms – use of
Google Platforms for distance learning is the very least tool which is applicable for
distance learning amidst pandemic. This webinar training developed our skills in
integrating technology to our lessons and make it effective, creative, and interesting
approach that would result in pupils’ active learning.
School-Based Module Writing – As a grade one teacher and a colleague, helping and
sharing what you can do in any ways can be considered as professionalism in a
workplace that can lead to a successful interpersonal relationship resulting a high
level of work and excellency.

NAME OF ARTIFACT: REFLECTIVE SUMMARY

7.4 – Professional reflection and learning to improve practice
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?
Yes. This LDM portfolio has presented outputs that I had made while adapting
distance learning to deliver continuous education to pupils effectively. Through this
course, I had been able to learn how to unpack and combine the most essential learning
competencies and make it into learning objectives of a certain topic and produced a
systematic learning and added differentiated enrichment activities that is relevant and
useful to my pupils.
Designing instruction in the different learning modalities were also discussed in

this course which help me understand fully what distance learning modality should be
implemented considering the availability of the resources that is vital in the teaching-
learning process. Learners’ gender, needs, strength, interests, experiences, and level of
difficulty should also be taken consideration in formulating lessons, assessments, and
evaluations with regards to designing differentiated instructions.
Another essential topic talked through this course was about learning resources.
Assimilating that effective usage of proper learning resources helps our pupils in
constructing more than superficial education that is building in depth knowledge on a
particular subject and developing their individual learning strategies, values, attitudes,
and generic skills. Some learning resources like learning resource maps and other
materials for distance learning are provided to teachers and pupils that can be accessed
through the Department of Education portals.
These learnings I gained over the course are relevant and helpful to my
profession as a teacher and an educator but aside from that, this course also succor me
in developing my professional and personal goals. It teaches me about reflecting on our
individual professional life and development by planning and participating for
continuing professionalism through learning action cell sessions with my colleagues.

Learning
Practicum Portfolio
SELF-SELECTED ARTIFACTS

NAME OF ARTIFACT: MOVs ON ENGAGING LEARNERS FOR THEIR PROGRESS AND

ACHIEVEMNET
5.2 – Monitoring and evaluation of learner progress and achievement
5.3 – Feedback to improve learning
NAME OF ARTIFACT: MOVs ON PROFESSIONAL ENGAGEMENT WITH COLLEAGUES

7.3 – Professional links with colleagues
NAME OF ARTIFACT: MOVs ON ENGAGING KEY STAKEHOLDERS IN THE TEACHING LEARNING

PROCESS
5.4 – Communication of learners needs, progress and achievements to key stakeholders
6.2 – Engagement of parents and the wider school community in the educative process

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Republic of the Philippines

Republic of the Philippines

NAME OF ARTIFACT PAGE

Individual Learning Monitoring Plans . . . . . . . . . . . . . . .

Certificates of participation in any

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

NAME OF ARTIFACT: REFLECTIVE SUMMARY

Designing instruction in the different learning modalities were also discussed in

Republic of the Philippines

Republic of the Philippines

NAME OF ARTIFACT: MOVs ON ENGAGING LEARNERS FOR THEIR PROGRESS AND

NAME OF ARTIFACT: MOVs ON PROFESSIONAL ENGAGEMENT WITH COLLEAGUES

NAME OF ARTIFACT: MOVs ON ENGAGING KEY STAKEHOLDERS IN THE TEACHING LEARNING

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