Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
Division of Sorsogon
SUA NATIONAL HIGH SCHOOL
Sua, Matnog, Sorsogon

Learning
Delivery
Modality
Course for
Teachers
 Portfolio
Practicum

Academic year
2020 ~ 2021
 Prepared by:

John louie E. bartolata

Teacher I
 THIS PRACTICUM PORTFOLIO IS THE
COLLECTION OF REQUIRED
AND SELF-SELECTED ARTIFACTS OF MR.
john louie e. bARTOLATA AFTER
THE IMPLEMENTATION OF THE LDM2
COURSE FOR TEACHERS.

Prepared by:

MR. john louie e. bartolata, T-I

JUNIOR High School Teacher

Checked by:

DENVER L. GERERO JR.

Teacher in charge
 This pandemonium has created the largest
disruption of education systems in human history,
affecting nearly 1.6 billion learners in more than 200
countries. Closures of schools, institutions and other
learning spaces have impacted more than 94% of the
world’s student population. This has brought far-
reaching changes in all aspects of our lives. Social
distancing and restrictive movement policies have
significantly disturbed traditional educational
practices. Reopening of schools after relaxation of
restriction is another challenge with many new
standard operating procedures put in place.

Within a short span of the COVID-19 pandemic,

many researchers have shared their works on teaching
and learning in different ways. Several schools,
colleges and universities have discontinued face-to-
face teachings. There is a fear of losing 2021 academic
year or even more in the coming future. The need of
the hour is to innovate and implement alternative
educational system and assessment strategies. The
COVID-19 pandemic has provided us with an
opportunity to pave the way for introducing digital
learning. This fortpolio to provides a comprehensive
report on the impact of the COVID-19 pandemic on
different learning modalities teaching and learning of
various delivery and indicate the way forward.
 TABLE OF CONTENTS
WHAT’S INSIDE?
INDIVIDUAL
LEARNING +3.1. Learner’s gender, needs, strengths, interest
MONITORING PLANS & experiences

~~~~~~~~~~~ +3.4. Learner’s in difficult circumstances

LESSON PLANS DLP, +4.1. Planning & management of teaching & learning process
DLL, WHLP, WLP, +4.2. Learning outcomes aligned with learning competencies
LESSON EXEMPLARS +5.1. Designed, selection, organization & utilization of
& THE LIKES assessment strategies.

~~~~~~~~~~~ +4.5. Teaching & learning resources including ICT

TEACHER
MADE/MODIFIED
LEARNING
RESOURCES +7.3. Professional links with colleagues
+7.5. Professional Development Goals
~~~~~~~~~~~~
CERTIFICATES OF
PARTICIPATION IN
ANY PD ACTIVITIES +7.4. Professional reflection & learning to improve practice
~~~~~~~~~~~~~ +5.2. Monitoring & evaluation of learner progress &
REFLECTIVE achievement
SUMMARY +5.3. Feedback to improve learning
~~~~~~~~~
+7.3. Professional links with colleagues
ENGAGING
LEARNERS FOR
THEIR PROGRESS &
ACHIEVEMENT +5.4. Communication of learner needs, progress & achievement
to key stakeholders
~~~~~~~~~~~~~ +6.2. Engagement of parents & the wider school community
in the educative process.
PROFESSIONAL
ENGAGEMENT WITH
COLLEAGUES
~~~~~~~~~~~~
ENGAGING
STAKEHOLDERS IN
THE TEACHING
LEARNING PROCESS
~~~~~~~~~~~~

(background is a referral for the education today is an adventure )

 Individual Learning Monitoring Plans
 Lesson Plans (WHLP, Block Plan, DLP)
 Teacher Made/Modified Learning Resources
 Certificates of Participation in any PD
Activities
 Reflective Summary
 INDIVIDUAL LEARNING MONITORING PLAN

---3.1. Learner’s gender, need, strengths, interest and experiences

 It would appear that, in the time of the new normal, the
shift from a teacher-led education to a student-led and
technology-enhanced one has become not only necessary,
but more apparent. Thus, it would seem that the aims of
Philippine education have shifted from one that is focused
on the students to one that is focused on the family (not
just the students) and getting the most out of technology.
Since students are studying at home, they can easily
approach their family members to ask for information or
assistance regarding their lessons and create the best
mode of delivery of education to them.
 INDIVIDUAL LEARNING MONITORING PLAN

---3.1. Learner’s gender, need, strengths, interest and experiences

 In this regard, to adapt to the country’s pandemic situation, the
Department of Education (DepEd) released the Most Essential
Learning Competencies (MELCs) that shall serve as the
guideline for the implementation of the revised K to 12 curricula
The said curricula were a result of increasing Philippine basic
education from 10 to 12 years by virtue of Republic Act No.
10533 or the Enhanced Basic Education Act of 2013. The MELCs
further narrow down all the possible essential lessons, concepts,
and skills sets that a student must know, acquire, and
understand, even if the classes will be conducted through
different modalities sans face-to-face physical classroom
interactions.
 LESSON PLANS (DLP, DLL, WHLP, WLL, LESSON
EXEMPLARS)

3.4-Learners in difficult circumstances

4.1. Planning & management of teaching & learning process

The WHLP serves as a guide for learners on what they

need to accomplish each week when they do independent
study at home (DepEd, 2020). It outlines the learning
tasks that learners need to do, using the modules, in
order for them to attain the most essential learning
competencies (MELCs). The WHLP also trains learners to
take responsibility for their own learning as they follow
the prescribed schedule in the plan.

The Weekly Home Learning Plan shall aid  teachers  and

parents in keeping track of the day-to-day in-school and
off-school general learning processes as they implement
the most suitable and feasible alternative learning
modality based on the context of their school
 LESSON PLANS (DLP, DLL, WHLP, WLL, LESSON
EXEMPLARS)

3.4-Learners in difficult circumstances

4.1. Planning & management of teaching & learning process
A lesson plan is a teacher's daily guide for what students
need to learn, how it will be taught, and how learning will
be measured. Lesson plans help teachers be more
effective in the classroom by providing a detailed outline
to follow each class period
 LESSON PLANS (DLP, DLL, WHLP, WLL, LESSON
EXEMPLARS)

3.4-Learners in difficult circumstances

4.1. Planning & management of teaching & learning process
 The new school year comes with high expectations.
Students are excited and motivated to learn. Many,
however, haven’t been socially connected for the past
year and a half, so we need to have strategies in place
that will build up relationship skills and encourage them
to work together.

The Lesson planning above can encourage students to

rebuild their relationships with each other through deep-
thinking activities that are fun and engaging and that
reinforce self-awareness, statement, and creativity.
TEACHER-MADE/MODIFIED LEARNING
RESOURCES

4.5-Teaching and learning resources including ICT

=

Use of ICTs for education during the COVID-19 crisis and

beyond is a reality for which teachers and learners must
be better prepared. This crisis marks the time for
government-led initiatives for schools to test innovative
methods to reach out to students, learn from other
countries and incorporate effective approaches into the
regular provision of education. Digital technologies need
to be integrated within sound learning programmes to
create effective student learning experiences.
 TEACHER-MADE/MODIFIED LEARNING
RESOURCES

4.5-Teaching and learning resources including ICT

Activity sheets provide the context and direction and

importantly the process to participate in activities, link
to resources and free media utilising a variety of media
and publishing tools. Activity sheets can be mapped
against learning outcomes and performance criteria and
recontextualized by other teachers.

Generally speaking, learning activities fall into one of

three categories–didactic, active, and collaborative–
though there can be considerable overlap among the
categories and any one learning activity may exhibit
characteristics of more than one category. Each type of
learning activity is described below
TEACHER-MADE/MODIFIED LEARNING
RESOURCES

4.5-Teaching and learning resources including ICT

Education system leaders, teachers, and parents need a
broad array of information about their students in order
to begin educational recovery. Supporting districts in
creating streamlined assessments that look at a wide
range of student factors, as well as identifying how the
annual state assessments (Summative test) and their
administration can be adjusted to collect needed
information about student performance, is among the
most important work states can undertake if schools are
ever to close historic learning gaps. Before students can
learn, their well-being, engagement, and conditions for
learning must be addressed, and in order to do so,
schools must collect these data to inform how they
should respond to the challenges raised by the COVID-19
pandemic. This will not be an easy feat, but it is
necessary to address the longstanding inequities borne
by vulnerable students.
CERTIFICATES OF PARTICIPATION IN ANY
PROFESSIONAL DEVELOPMENT
ACTIVITIES

7.3. Professional links with Colleagues

 Provide teachers with virtual coaching. The teacher coaching, which is normally
carried out in face-to-face sessions, is moving online or in limited face-to-face.
This innovation will start when schools resume to ensure teachers in hard-to-
reach areas benefit as much as those in urban and more accessible locations. It’s
important to caveat, for virtual coaching to work effectively, coaches should get
guidance (and ideally training) on how to provide feedback remotely, as like
teaching, coaching in person is quite different from coaching remotely.

To supplement the support they receive from coaches, provide teachers with
instructional videos. For instance, teachers receive video lessons that exemplify
the teaching of culturally relevant, curricula-aligned content using student-
centered pedagogy. This gives teachers a model lesson to follow – similar efforts
have been replicated throughout the developing world using interactive radio
instruction. The support is interactive; using conference calls or social media,
coaches facilitate group reflection and dialogue about the teachers’ pedagogical
practices observed in the videos.

Facilitate remote trainings that reinforce what teachers learned in previous

face-to-face trainings. For instance, teachers and ministry representatives are
being trained to become master trainers; they are divided into WhatsApp groups
based on their geography. They are given a practical and hands-on video on a
specific topic once a week through Facebook & Zoom, and also have a conference
call to facilitate a more in-depth discussion.

The COVID-19 pandemic is a stress test for education systems all over the
country, but it is also an opportunity to share lessons continually. Our Country
have responded in innovative ways, whether by rapidly mobilizing existing digital
resources or by developing these resources from scratch.
 CERTIFICATES OF PARTICIPATION IN ANY
PROFESSIONAL DEVELOPMENT ACTIVITIES
7.5 Professional Development Goals
 The COVID-19 pandemic affected the way we work and learn in the
unprecedented way. Training providers and policy makers are looking for quick,
practical and innovative solutions. The purpose of this survey prepared by the
International Labour Organization (ILO), the United Nations Educational,
Scientific and Cultural Organization (UNESCO) and the World Bank Group (WBG)
is to gather good practices and share knowledge to help countries around the
world to mitigate the effects of the COVID-19 pandemic in the areas of
education and training. The survey targets providers of initial and continuing
technical and vocational education and training, policy makers and social
partners. Your answers will contribute to stocktaking and sharing knowledge
about experiences and good practices, strategies and tools, that can help
learners and trainers, policy makers, social partners and other stakeholders to
mitigate impacts, manage the learning and training process effectively and
increase resilience in the difficult time of the pandemic
 REFLECTIVE SUMMARY
7.4. Professional reflection & learning to improve practice
 As we say in our report, we cannot emphasize enough the degree to which
disparities in learning factors and opportunity gaps associated with uneven
access to food, shelter, health insurance, and financial relief can substantially
widen and deepen learning gaps between worse-off and better-off students.
And we are well aware of the fierce competition for resources that is ahead,
with state budgets at historic crisis levels and the economy continuing to
struggle. But this is not the time to wring our hands and give up. This moment
provides a unique opportunity to rebuild our public education system better,
through investing with renewed vigor in relief, recovery, and rebuilding. And
the amassed evidence about what works also demonstrates that failing to do
so will cost far more, and deliver far less, in the long run. What’s needed now
is to look at all that evidence, and to listen to changes and adapt, because all
of them are telling us loudly and clearly what must be done, and the
consequences if we do not.

Heading into next semester, I’m hoping it goes a little bit smoother, and if you
have tips that have worked well for you and your classroom, please share!
MOV’s ON ENGAGING LEARNERS FOR THEIR PROGRESS
& ACHIEVEMENT

5.2. Monitoring & Evaluation of Learner Progress & Achievement

 Progress monitoring can give you and your child's teacher information that
can help your child learn more and learn faster, and help your child's teachers
teach more effectively and make better decisions about the type of
instruction that will work best with your child. Monitoring enables: the
teacher to understand what it is that a student is actually learning. the
student to receive feedback that can enhance their learning. Assessment for
the purpose of improving student learning is best understood as an ongoing
process that arises out of the interaction between teaching and learning. It
involves the focused and timely gathering, analysis, interpretation, and use of
information that can provide evidence of student progress.
MOV’s ON ENGAGING LEARNERS FOR THEIR PROGRESS
& ACHIEVEMENT

5.3. Feedback to improve learning

 Feedback is something that every student can benefit from, whether it is
offered digitally, verbally, or through the traditional written annotations on
an assignment. This variety of feedback styles makes it easy to incorporate
the feedback-model of student performance and assessment into the
contemporary classroom.

Even “A” students benefit from feedback. Those students are typically not
challenged as much as they ought to be and may become complacent. While
they still may earn an “A” it is helpful to know what they could be doing to
improve their work even further - another learning challenge to excite,
engage, and push them forward.

Rarely does a student complete an assignment that shows no room for growth
or change. Taking the time to provide valuable feedback and to question
students on their underlying assumptions can help prevent even the most
successful students from falling victim to an outcome-oriented approach to
learning.
MOV’s ON PROFESSIONAL ENGAGEMENT WITH
COLLEAGUES

7.3. Professional links with Colleagues

 Often times, working hard isn’t enough to attain successful
advancement in your career life. It is fundamental to produce
outstanding outputs and to become the best-performing employee
you could be. But, while doing that, you should also invest your
time in building good professional relationships in your workplace.
You would go a long way if you successfully establish a healthy
professional relationship with your colleagues and most to
everyone around regardless of cases.
MOV’s ON ENGAGING KEY STAKEHOLDERS IN THE
TEACHING LEARNING PROCESS

5.4. Communication of Learner Needs, Progress and Achievement

To Key Stakeholders

Maintaining parent-teacher communication throughout the school

year is the key to student success. Research & Experience has
shown that students do better in school when their parent or
guardian is involved.

Traditionally in schools, the main method of communicating

students’ academic performance has been the end-of-semester
report, and the focus of much of this communication has centered
on reporting achievement against year-level standards. While
semester reporting largely remains established practice, the
advent of new school management systems has seen schools
embrace a practice known as ‘continuous reporting’. Though well-
intended, early analysis would suggest that the potential benefits
of this relatively new process are inconsistently understood, and
reveal a confusion between progressive instalments of feedback
versus feedback on student progress. Such confusion may be
indicative of other gaps in the organizational knowledge in schools
 MOV’S ON ENGAGING KEY STAKEHOLDERS IN
THE TEACHING LEARNING PROCESS

6.2 Engagement of parents & the wider school community educative process.
 Engaging parents and the wider community are an important area for many schools
in seeking to improve educational outcomes for children. In particular, involving
parents from disadvantaged families in the life of the school can have a positive
impact on children’s educational outcomes. Some positive outcomes have been
identified among schools engaging parents and the community and providing
extended services; however, it is likely that engagement is one of a number of other
factors driving improvements. It is important to bear in mind the challenges facing
schools who seek to engage more widely, for example with regard to resourcing
initiatives and reaching the most disadvantaged. In particular, it is likely that schools
will have the capacity to affect mainly small-scale changes through parental and
community engagement.

It’s no secret that parental involvement is an integral part of a successful

educational framework
JOHN LOUIE E.
Teacher I

Academic year
2020 ~ 2021