WHAT’S TABLE OF CONTENTS
INSIDE?
INDIVIDUAL ¨3.1. Learner’s gender, needs, strengths, interest & experiences
LEARNING
MONITORING
PLANS
LESSON PLANS ¨3.4. Learners in difficult circumstances
¨4.1. Planning & management of teaching & learning process
DLP, DLL, WHLP,
¨4.2. Learning outcomes aligned with learning competencies
WLP, ¨5.1. Designed, selection, organization & utilization of
LESSON assessment strategies
EXEMPLARS & THE
LIKES
TEACHER-MADE/ ¨4.5. Teaching & learning resources including ICT
MODIFIED
LEARNING
RESOURCES
CERTIFICATES OF ¨7.3. Professional links with colleagues
PARTICIPATION IN ¨7.5. Professional Development Goals
ANY PD ACTIVITIES
REFLECTIVE ¨7.4. Professional reflection & learning to improve practice
SUMMARY
ENGAGING ¨5.2. Monitoring & evaluation of learner progress & achievement
LEARNERS FOR ¨5.3. Feedback to improve learning
THEIR PROGRESS
& ACHIEVEMENT
PROFESSIONAL ¨7.3. Professional links with colleagues
ENGAGEMENT
WITH
COLLEAGUES
ENGAGING ¨5.4. Communication of learner needs, progress & achievement to
key stakeholders
STAKEHOLDERS
¨6.2. Engagement of parents & the wider school community in the
IN THE TEACHING- educative process.
LEARNING
PROCESS
NAME OF INDIVIDUAL LEARNING MONITORING
ARTIFACT PLANS
PROFESSIONA 3.1. Learners’ gender, needs, strengths,
L STANDARD | interest and experiences
STRAND
IMAGE
INDIVIDUAL LEARNING
MONITORING PLAN
To meet the health-related educational needs of learners, a
developmental approach must be used. Three major stage-
range factors associated with learner readiness—physical,
cognitive, and psychosocial maturation—must be taken into
account at each developmental period throughout the life
cycle.
ANNOTATION the forms taken from the monitored pupils having
developmental needs in reading and mathematics. The teacher
used various intervention so that the learners can cope up with
the lesson.
NAME OF LESSON PLANS (DLP, DLL, WHLP, WLL,
ARTIFACT LESSON EXEMPLARS)
PROFESSIONA 3.4. Learners in difficult circumstances
L STANDARD |
STRAND
IMAGE
WLP
DLP for CO1 &
CO2
Relationships and the importance of them in the classroom never goes
away. As the education pendulum flies back and forth, one thing that
you can always count on still being at the forefront of making a
ANNOTATION difference in the classroom is the idea of relationships. If you don’t
have a relationship with your students the work you do on a daily basis
will be flat and not nearly as effective as what it could be.
This forms and pictures is use by the teacher as proof for
learners learning outcomes aligned with learning competencies
NAME OF LESSON PLANS (DLP, DLL, WHLP, WLL,
ARTIFACT LESSON EXEMPLARS)
PROFESSIONA 4.1. Planning & management of teaching &
L STANDARD | learning process
STRAND 4.2. Learning outcomes aligned with learning
IMAGE competencies
NAME OF LESSON PLANS (DLP, DLL, WHLP, WLL,
ARTIFACT LESSON EXEMPLARS)
PROFESSIONA 5.1. Design, selection, organization and
L STANDARD | utilization of assessment strategies
STRAND
IMAGE
ANNOTATION Relationships and the importance of them in the classroom never goes away.
As the education pendulum flies back and forth, one thing that you can always
count on still being at the forefront of making a difference in the classroom is
the idea of relationships. If you don’t have a relationship with your students
the work you do on a daily basis will be flat and not nearly as effective as what
it could be.
This forms and pictures is use by the teacher as proof for learners
learning outcomes aligned with learning competencies
NAME OF TEACHER-MADE/ MODIFIED
ARTIFACT LEARNING RESOURCES
PROFESSIONA 4.5 Teaching & Learning resources including
L STANDARD | ICT
STRAND Teacher-made/ modified learning resources
IMAGE
LAC SESSION
A learning outcome is a clear and specific statement that identifies
ANNOTATION what students must demonstrate at the level and standard required
to successfully pass their study at program and course levels.
The learning outcomes provide guidelines for teachers and
guardians, to help them find the necessary means for helping
students develop the indispensable skills and knowledge, which will
in turn allow them to pursue further studies and respond to modern
society's needs. Teachers using ICT as working tools is a great help for
the achievement of the learning competency.
NAME OF TEACHER-MADE/ MODIFIED
ARTIFACT LEARNING RESOURCES
PROFESSIONA 4.5 Teaching & Learning resources including
L STANDARD | ICT
STRAND Teacher-made/ modified learning resources
IMAGE
A learning outcome is a clear and specific statement that identifies
ANNOTATION what students must demonstrate at the level and standard required
to successfully pass their study at program and course levels.
The learning outcomes provide guidelines for teachers and
guardians, to help them find the necessary means for helping
students develop the indispensable skills and knowledge, which will
in turn allow them to pursue further studies and respond to modern
society's needs. Teachers using ICT as working tools is a great help for
the achievement of the learning competency.
NAME OF CERTIFICATES OF PARTICIPATION IN
ARTIFACT ANY PROFESSIONAL DEVELOPMENT
ACTIVITIES
PROFESSIONA 7.3. Professional links with Colleagues
L STANDARD | 7.5. Professional Development Goals
STRAND
IMAGE
Participation in itself has many benefits like it can help you boost up
your confidence, challenge the inner self that helps you know more
about you, realize your forgotten or present dreams, showcasing
ANNOTATION your talents and most of all being able to live completely to the
fullest.
Certificate taken from 5 day webinar series on online
learning hosted and sponsored by deped central office.
NAME OF REFLECTIVE SUMMARY
ARTIFACT
PROFESSIONAL 7.4. Professional reflection & learning to
STANDARD | improve practice
STRAND
IMAGE
Being a teacher is not an easy task as many people could think. To be a teacher
does not only imply to know the subject to be taught, it also includes being willing to
constantly improve oneself integrally, as much as updating the resources and materials one
uses in teaching. Reflecting and analysing over and over again the best way to teach to
learn and how to make students to extend what has been learned. The many hours spend in
the classroom will never be enough to plan lessons, prepare materials, review pupils tasks
and exams, as well, all the administrative requirements one has to cover for whatever
institution we work. Besides all this a good teacher, a professional one, will have to find the
time to keep preparing to improve…show more content…
It has not been easy but challenging and interesting. Unfortunately in this present job
I have no colleagues, institution authorities or supervisors, which means anything I do in the
classroom hardly ever provides me any feedback of what I am doing. Except of course for
the eventual commentaries I receive from my students and the annual performance
evaluation. Therefore I had this urgent necessity of obtaining some refreshment and
reviewing of what I am doing in my classroom. I need to make a stop to reflect about how
effective my teaching is. If the things I am doing are adequate and suitable to take my pupils
to achieve their goal to communicate in the target language. Teaching in this context was at
the beginning of the journey a frightening and stressing episode, first of all because I did not
know anything about mining, geology, finance and accounting, just to mention some and not
to make myself look like a complete ignorant. Secondly the atmosphere in a corporate has
nothing to do with the informal ambience in an elementary school and thirdly but not least
important, the students expectations and perceptions are not the same. Thus, I had to
remake myself.
Everything started when I was invited to work with them; I did the typical searching
about the company and the leaders, anyone would do for that first good desirable
impression one wants to give in the job interview. That was my first contact with the mining
NAME OF MOVs ON ENGAGING LEARNERS FOR
ARTIFACT THEIR PROGRESS & ACHIEVEMENT
PROFESSIONA 5.2. MONITORING & EVALUATION OF
L STANDARD | LEARNER PROGRESS &
STRAND ACHIEVEMENT
IMAGE
Parent-teacher log, conversations and pictures as proof of
ANNOTATION other stakeholders meeting (e.g., one on-one parent-
teacher-learner conference log; attendance sheet with
minutes of online or face-to-face meeting; proof of
involvement in the learners’/parents’ orientation, etc.)
NAME OF MOVs ON ENGAGING LEARNERS FOR
ARTIFACT THEIR PROGRESS & ACHIEVEMENT
PROFESSIONA 5.3. FEEDBACK TO IMPROVE
L STANDARD | LEARNING
STRAND
IMAGE
Parent-teacher log, conversations and pictures as
proof of other stakeholders meeting (e.g., one on-one
ANNOTATION parent-teacher-learner conference log; attendance
sheet with minutes of online or face-to-face meeting;
proof of involvement in the learners’/parents’
orientation, etc.)
NAME OF MOVs ON ENGAGING LEARNERS FOR
ARTIFACT THEIR PROGRESS & ACHIEVEMENT
PROFESSIONA 5.3. FEEDBACK TO IMPROVE
L STANDARD | LEARNING
STRAND
IMAGE
PARENT IN ACTION
Parent-teacher log, conversations and pictures as
proof of other stakeholders meeting (e.g., one on-one
ANNOTATION parent-teacher-learner conference log; attendance
sheet with minutes of online or face-to-face meeting;
proof of involvement in the learners’/parents’
orientation, etc.)
NAME OF MOVs ON PROFESSIONAL ENGAGEMENT
ARTIFACT WITH COLLEAGUES
PROFESSIONA 7.3. PROFESSIONAL LINKS WITH
L STANDARD | COLLEAGUES
STRAND
IMAGE
Almost every teacher I know is working on an initiative, engaged in committee work, or
piloting new lessons or assessments. Supporting your colleagues' work shows them
that you care about their interests and are willing to show up when they need you.
Participate in their committees. Test-drive their new lesson plans. Take their surveys.
And if you see something that resonates with you, talk to the teacher handling that
ANNOTATION work. They'll appreciate the support and interest.
we don't need to tell you that teaching is a stressful gig. If you see a teacher
on the phone, in a conversation with another colleague, or enjoying a solo lunch, just
keep moving. Don't bother them. If you borrow something, return it in a timely
manner. Respecting your fellow teachers' boundaries is critical to building bridges—
and keeping the workplace civil.
Modeling this respect can also help your students learn how to identify and respect
others' boundaries, something kids learn through practice, the Child Mind Institute
says. Developing your emotional intelligence will help you empathize with your
colleagues and know when to engage—and when not to
NAME OF MOVs ON ENGAGING KEY
ARTIFACT STAKEHOLDERS IN THE TEACHING
LEARNING PROCESS
PROFESSIONA 5.4. COMMUNICATION OF LEARNER
L STANDARD | NEEDS, PROGRESS AND ACHIEVEMENT
STRAND TO KEY STAKEHOLDERS
IMAGE
Although widespread support for parental involvement is reflected in current
educational policies and practices, what this means is not always clear. Parental
ANNOTATION involvement includes a wide range of behaviours but generally refers to parents' and
family members' use and investment of resources in their children's schooling. These
investments can take place in or outside of school, with the intention of improving
children's learning. Parental involvement at home can include activities such as
discussions about school, helping with homework, and reading with children.
Involvement at school may include parents volunteering in the classroom, attending
workshops, or attending school plays and sporting events.
NAME OF MOVs ON ENGAGING KEY
ARTIFACT STAKEHOLDERS IN THE TEACHING
LEARNING PROCESS
PROFESSIONA 6.2. ENGAGEMENT OF PARENTS & THE
L STANDARD | WIDER SCHOOL COMMUNITY IN
STRAND THE EDUCATIVE PROCESS
IMAGE
Brigada Skwela
Schools play a significant role in getting parents and family members involved in
students' education. In their study published in the 1993 book Families and
Schools in a Pluralistic Society, Susan L. Dauber and Joyce L. Epstein found that
ANNOTATION school and teacher practices were the strongest predictors of parental
involvement. Specific practices that have been shown to predict parental
involvement include: assigning homework designed to increase student-parent
interactions, holding workshops for families, and communicating to parents
about their children's education
