PRACTICUM PORTFOLIO

LEARNING DELIVERY MODALITIES COURSE 2

LDM 2 FOR TEACHERS

RUEL C. FERNANDEZ
Teacher III
The School Year 2020-2021 has brought a lot of changes. One of the
major changes in the country is the new scheme which prodded
DepEd to introduce the LDM Course. This course provides knowledge
to deliver education to learners in this new normal setting by using
Self-Learning Modules.

Teachers have reached this far, and they were able to cope with the
challenges and demands of distance learning because of the
learning gained in LDM Course.

This Practicum Portfolio contains MOV’s that were used in delivering

lessons despite the pandemic. It contains various artifacts like WHLP,
ILMP, Worksheets, LAS, certificates and even the conversation made
with the parents and learners.
 TABLE OF CONTENTS

INDIVIDUAL LEARNING 3.1. Learner’s gender, needs, strengths,

MONITORING PLANS interest & experiences

LESSON PLANS DLP, DLL, 3.4 Learners in difficult circumstances

4.1. Planning & management of teaching &
WHLP, WLP, LESSON
learning process
EXEMPLARS & THE LIKES 4.2. Learning outcomes aligned with
learning competencies
5.1. Designed, selection, organization &
utilization of assessment strategies
TEACHER-MADE/ 4.5. Teaching & learning resources
MODIFIED LEARNING including ICT
RESOURCES
CERTIFICATES OF 7.3. Professional links with colleagues
PARTICIPATION IN ANY PD 7.5. Professional Development Goals
ACTIVITIES
REFLECTIVE SUMMARY 7.4. Professional reflection & learning to
improve practice
 TABLE OF CONTENTS

ENGAGING LEARNERS 5.2. Monitoring & evaluation of learner

FOR THEIR PROGRESS & progress & achievement
ACHIEVEMENT 5.3. Feedback to improve learning

PROFESSIONAL 7.3. Professional links with colleagues

ENGAGEMENT WITH
COLLEAGUES

ENGAGING 5.4. Communication of learner needs,

STAKEHOLDERS IN THE progress & achievement to key stakeholders
6.2. Engagement of parents & the wider
TEACHING-LEARNING school community in the educative process.
PROCESS
 TABLE OF CONTENTS

ENGAGING LEARNERS 5.2. Monitoring & evaluation of learner

FOR THEIR PROGRESS & progress & achievement
ACHIEVEMENT 5.3. Feedback to improve learning

PROFESSIONAL 7.3. Professional links with colleagues

ENGAGEMENT WITH
COLLEAGUES

ENGAGING 5.4. Communication of learner needs,

STAKEHOLDERS IN THE progress & achievement to key stakeholders
6.2. Engagement of parents & the wider
TEACHING-LEARNING school community in the educative process.
PROCESS
REQUIRED
ARTIFACTS
NAME OF ARTIFACT
INDIVIDUAL LEARNING MONITORING PLAN

PROFESSIONAL STANDARDS/STRAND:
3.1. Learners’ gender, needs, strengths, interest and experiences

ANNOTATION
The learner is just one of the many students who are stressed over the idea of wanting to pass the subject but find difficult y coping with the
demands of the subject. The scheme of learning makes it even more difficult for them to do the tasks, without having classmat es to guide and
support them, without the teacher to supervise. In the ILMP above, the teacher made adjustment in the type of activities to g ive the learner.
They should be simplified in terms of complexity. Their number should be reduced to minimum.
NAME OF ARTIFACT
WEEKLY HOME LEARNING PLAN

PROFESSIONAL STANDARDS/STRAND:
3.4. Learners in difficult circumstances

ANNOTATION
The blended learning scheme in education which was adopted by the school entails a lot of difficulties in learning. For one, the distribution of
Self-Learning Modules (SLMs) requires much effort, especially that my advisory class is consists of students who live in different barangays. I
had to coordinate closely to the School Distribution and Retrieval Team so that learning materials get to the hands of the pa rents. Second, I
had to study Microsoft Teams, which served as our online platform in submitting outputs. ( Specs on the next page.)
NAME OF ARTIFACT
WEEKLY HOME LEARNING PLAN (Online Platform)

PROFESSIONAL STANDARDS/STRAND:
3.4. Learners in difficult circumstances

ANNOTATION
Students are enrolled in this online learning platform called Microsoft Teams using their personal email addresses. The offic ial DepEd email account was not
used yet because it was only late June, 2021 that the passwords were distributed. In Microsoft Teams Assignments and Learning Materials are posted and
uploaded. Students also use this application to turn in their outputs with indication whether they are submitted early, late or just in time on the set deadline.
NAME OF ARTIFACT
DAILY LESSON LOG

PROFESSIONAL STANDARDS/STRAND:
4.1. Planning & management of teaching & learning process

ANNOTATION
In making this lesson plan, I had to consider learning across curriculum, so I had to revise the original one. I also modifie d the activity 'Dive
More Feet Deeper' to insert the discussion on differing views about religion to address the criterion on strategies that resp ond to the learners'
different religious backgrounds.
NAME OF ARTIFACT
DAILY LESSON LOG

PROFESSIONAL STANDARDS/STRAND:
4.2. Learning outcomes aligned with learning competencies

ANNOTATION
I actually don't find a hard time making lessons. My exposure in curriculum development activities has provided me with the skill to master its
craft. I even chaired the QA Team of the school in revising, modifying and contextualizing SLMs for use of the learners while under blended
learning.
NAME OF ARTIFACT
DAILY LESSON LOG (Assessment)

PROFESSIONAL STANDARDS/STRAND:
5.1. Design, selection, organization and utilization of assessment strategies

ANNOTATION
The sample above is the quiz I designed for my classes. I had to make another quiz aside from the one made in our department because I had
to consider the alignment of the competencies to the assessment questions. The quiz was conducted online for majority of the students. For
some who have no internet connectivity, they had to do it the usual way. A report that focused on explaining least mastered i tems was sent to
the students two days after the exam.
NAME OF ARTIFACT
TEACHER-MADE/MODIFIED LEARNING RESOURCES

PROFESSIONAL STANDARDS/STRAND:
4.5 Teaching & Learning resources including ICT

ANNOTATION
The use of ICT is very much evident in the blended learning. I am lucky to have at least 75% of students engaged in daily tasks and activities
using technology. We are using MTeams to conduct orientation, to upload learning materials and answer sheets. Apart from each class has a
group chat to where I post all concerns. It has become our avenue to exchange thoughts and views about policies and lessons.
NAME OF ARTIFACT
TEACHER-MADE/MODIFIED LEARNING RESOURCES

PROFESSIONAL STANDARDS/STRAND:
4.5 Teaching & Learning resources including ICT

ANNOTATION
We use technology to conduct exams where amazingly results are automatically posted, and analysis of performance can be viewed by the
teacher. Students also use technology in making outputs/performance tasks (just like the pictures shown above). They upload t heir outputs in
the link provided by the teacher.
NAME OF ARTIFACT
CERTIFICATE OF PARTICIPATION IN ANY
PROFESSIONAL DEVELOPMENT ACTIVITIES

PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with Colleagues

ANNOTATION
I have been constantly involved in almost all activities of the English group in the division and in the school - from writing modules and SLMs
to leading the QA Team, to attending webinars and trainings. I also coordinate with colleagues in doing related -tasks in committees assigned
in school.
NAME OF ARTIFACT
CERTIFICATE OF PARTICIPATION IN ANY
PROFESSIONAL DEVELOPMENT ACTIVITIES

PROFESSIONAL STANDARDS/STRAND:
7.5. Professional Development Goals

RUEL C. FERNANDEZ

ANNOTATION
I completed the Microcourse in English sponsored by the US Embassy in partnership with DepEd. It was not part of my Development Goals,
but I am confident that our Education Program Supervisor will always tap my expertise in whatever undertaking there is in the Division.
NAME OF ARTIFACT
REFLECTIVE SUMMARY

PROFESSIONAL STANDARDS/STRAND:
7.4. Professional reflection & learning to improve practice

We can never too confident. We can never be too sure.

This hit me so hard after finishing the LDM Course. In fairness, we are doing different stuff – for
learning, for teaching, but sometimes we are off the road. We just do things unmindful of the standards.
With this course, there is the guide what to do, how to do, and to what standard does it have to be done.

This LDM course is a professional help as I reflect on what I can do, and what I cannot (at least at first).
The strengths and weaknesses are known once the artifacts are laid down. In short it helps in
assessing one's professional growth.

I am glad I am on track.

ANNOTATION
I am still a teacher to the truest sense of the word.
SELF-REFLECTED
ARTIFACTS
NAME OF ARTIFACT
MOVs ON ENGAGING LEARNERS
FOR THEIR PROGRESS & ACHIEVEMENT
PROFESSIONAL STANDARDS/STRAND:
7.4. Professional reflection & learning to improve practice

ANNOTATION
Blended learning has a very challenging way to engage learners and to monitor progress and report on achievements. Unlike in face-to-face, you can easily
track students and give remediation. The pictures above show the monitoring of submitted outputs, the remediation done to students with failed/incomplete
grades, and the reporting of students' achievements.
NAME OF ARTIFACT
MOVs ON ENGAGING LEARNERS
FOR THEIR PROGRESS & ACHIEVEMENT
PROFESSIONAL STANDARDS/STRAND:
5.3. Feedback to improve learning

FEEDBACK

ANNOTATION
Blended learning has a very challenging way to engage learners, worse to give feedbacks. More work are demanded from
teachers that most outputs are not given immediate feedbacks upon receipt. The teacher has to double time just so he can
check all outputs and provide feedbacks even online.
NAME OF ARTIFACT
MOVs ON ENGAGING LEARNERS
FOR THEIR PROGRESS & ACHIEVEMENT
PROFESSIONAL STANDARDS/STRAND:
5.3. Feedback to improve learning

FEEDBACKS
Reflective Essays
Research Paper
Writing

ANNOTATION
Blended learning has a very challenging way to engage learners, worse to give feedbacks. More work are demanded from teachers that most outputs are not
given immediate feedbacks upon receipt. The teacher has to double time just so he can check all outputs and provide feedbacks even online.
NAME OF ARTIFACT
MOVs ON PROFESSIONAL ENGAGEMENT
WITH COLLEAGUES

PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with colleagues

ANNOTATION
Online platform as Messenger serves as our meeting place to discuss concerns about teaching and other DepEd tasks.
NAME OF ARTIFACT
MOVs on Engaging Key Stakeholders
in the Teaching-Learning Process

PROFESSIONAL STANDARDS/STRAND:
5.4 - Communication of learner needs, progress and achievement to key stakeholders

Parents' Log
The teacher keeps a
log for parents to sign
whenever they go to
school to get SLMs or
submit outputs of their
children.

ANNOTATION
Parents are informed of their children's progress in school when they go to school. In cases of remediation, they are being t exted or called. Parents also
maintain communication with the teacher to ask for concerns and matters regarding their children's studies.
NAME OF ARTIFACT
MOVs on Engaging Key Stakeholders
in the Teaching-Learning Process

PROFESSIONAL STANDARDS/STRAND:
6.2 - Engagement of parents and the wider school community in the educative process

ANNOTATION
During the last quarter when there had been series of home quarantines because of contact to possible COVID -19 cases,
parents helped retrieved the Answer Sheets to avoid the delay in the checking of outputs and computation of grades.
NAME OF ARTIFACT
MOVs on Engaging Key Stakeholders
in the Teaching-Learning Process

PROFESSIONAL STANDARDS/STRAND:
6.2 - Engagement of parents and the wider school community in the educative process

ANNOTATION
Parents play a big part in the education of their children. They guide as they progress in their studies. They assist them in their needs in school.
Resistance is a state of
mind, so is motivation.