Learning Delivery Modality 2 Portfolio

Name: Carlo O. Casumpong
Position: Teacher I
School : Mabini National High School
Division: Davao de Oro
Region: XI
LDM Practicum Portfolio
for Teachers

Introduction
“There is nothing permanent except change.”
-Heraclitus
The challenges brought about by pandemic COVID-19 seem to be an instance of
humid dusk, seeing twilight as if in movies with little hope of survival. Though little, what
is significant is hope. Hope that sparks. Hope that persists. Hope that succeeds.
In the education arena, we astonishingly enjoined ourselves to adapt change.
Within a short period, we were obliged to learn anew, to undergo a series of unlearning,
learning, and relearning. At the tuned spread of infection, we were at home, participating
innumerable webinars, trainings, and workshops. We regarded ourselves as learners
who starve for learning. But what is left? Did they leave us something to ponder?
As common to all of our endeavors, regardless of the number of lectures we
listen to and in spite of the mammoth amount of information we take, we cannot
appreciate them unless we apply them. Thus, in the Learning Delivery Modality Course,
we saw them coming. The LDM allowed us to understand what are comprehensively
contained in the Basic Education Learning Continuity Plan (BELCP). We were able to
differentiate learning modalities that are already existing in the field of alternative,
informal, and non-formal education yet vague. To mention, we knew that modular
learning can occur in either digital or print; that digital modular learning is different from
online distance learning; that television and radio can be used as means of learning.
In order to exemplify the circumstances and activities that provided opportunities
for continuing development, this LDM Practicum Portfolio has been made. Crafted with
honest touch and passionate heart, the contents of this portfolio are carefully selected
and arranged to put important regard to the interim but important system of education, in
this light of pandemic. Para sa Bata, Para sa Bayan! Sulong EduKALIDAD!
3

Table of Contents
Title Page……………………………………………………………………………………. 1
Introduction…………………………………………………………………………………. 2
Required Artifacts
Individual Monitoring Plans – Performance Standard 3.1…………………………… 5
Lesson Plans – Performance Standard 3.4…………………………………………… 9
Teacher-Made Learning Resources – Performance Standard 4.5…………………. 22
Certificates of Participation – Performance Standards 7.3 & 7.5…………………… 26
Professional Development Activities – Performance Standards 7.3 & 7.5………… 28
Reflective Summary……………………………………………………………………... 32
Self-Selected Artifacts
MOVs on Engaging Learners – Performance Standard 5.2………………………… 35
4

LDM Artifacts: Required
Individual Learning Monitoring Plans
3.1 - Learners’ gender, needs, strengths, interests and experiences
Annotation
Using his Bibliographic output as my reference, he found it hard to arrange the
information in coming up with Chicago Manual of Style bibliography. Hence, I
decided to include in my intervention class on citations. I allowed them to undergo
three intervention processes or sessions. After three formative assessments, he
attained the required mastery level.
6

Annotation
The learner had a difficulty in distinguishing different visual-verbal illustrations as
well as in analyzing and interpreting the data presented. Hence, I gave him
intervention opportunities. Though he did not meet the required level of mastery, I
saw significant progress that is needed to perform in the next set of tasks.
7

Annotation
The learner was not performing the tasks and was not keen in submitting requirements. I
immediately communicated with her mother to formulate plausible actions. The latter made us
into consensus as to specific alternative intervention activities I would apply. The identified
activities were helpful but not substantive enough to help the learner, ergo, she just attained
significant progress but below the level of mastery.
8

Lesson Plans (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson
Exemplars, and the likes)
3.4 - Learners in difficult circumstances
Annotation
In the lesson on visual-verbal relationships, I conformed to most essential learning
competency in formulating specific lesson objectives. Though I was thinking of
creative ways in lesson presentation, I made sure that those were simple and
understandable for the learners across different walks of life, intelligences, and
learning styles.
10

3.4 - Learners in difficult circumstances
Annotation
In spite of the length of the original subject matter which also required much
analytical skills from the learners, I devised activities which were simplified and
shortened. I chose texts which were usually excerpted. Whilst doing these, the
most essential learning competency was taken into account.
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4.1 - Planning and management of teaching and learning process
Annotation
As a consolidator of weekly home learning plans in grade 8, I always looked at
both the curriculum guide and the most essential learning competencies before
filling-in the document for circulation. In addition, the activities were uniformly
patterned to strengthen the stimulus-response bond among the learners.
12

Annotation
I devised various ways in supporting teaching and learning. These two were just
examples of those. At the top is a snapshot of a Kahoot Game that I am fond of
using due to its user-interface friendliness. At the bottom is a snapshot of a
PowerPoint presentation that I crafted for my research class.
14

Annotation
Since learners were not allowed to enter the school premises due to restrictions of
COVID-19 pandemic, I often made use of Messenger application to communicate
with them, from time to time. The app was significant for information
dissemination, quizzes, photo transfers, and file sharing.
15

4.2 - Learning outcomes aligned with learning competencies
Annotation
In MDL-Print learning modality, I keenly and carefully checked the outputs using
the same pen color throughout the school year to establish consistency. In
addition to this, if the test or written work was lengthy, I provided breakdown of
scores or ratings to provide clear feedback to the learners.
16

Lesson Plans
Annotation
Aside from written based output, learners were also given an opportunity to use
critical thinking and creativity in the activities, as exemplified in the snapshots
above. Critical thinking and creativity are crucial to the attainment of knowledge,
skills, attitudes, and values of the 21st century.
17

Lesson Plans (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars,
and the likes)
Annotation
It is also significant to provide learners with feedback that is not just quantitative
but also qualitative. Ergo, statements and written feedbacks always play a vital
role to encourage them to perform and to sustain the zeal in their souls.
18

5.1 - Design, selection, organization and utilization of assessment strategies
Annotation
Being a facilitator in different modes of learning to mention MDL both print and
digital, online, and television-based, I am pleased of the opportunity to vary the
assessment tasks and strategies. The examples depict simple assessment tasks
via television-based instruction.
19

Annotation
It significant for the learners to show their learning achievement, quarterly or
annually. Hence, they complied and accomplished an achievement test in English
through different modes or means.
20

Annotation
It significant for the learners to show their learning achievement, quarterly or
annually. Hence, they complied and accomplished an achievement test in English
through different modes or means.
21

Teacher-made/modified learning resources
4.5 - Teaching and learning resources including ICT
Annotation
ICT skills are just a portion of the holistically-integrative 21st century skills. In order
to promote ICT literacy among the learners, it is imperative to integrate the use of
ICT in the classroom which is also a response to support learning continuity in
time of pandemic. At the top is a snapshot of our Google Classroom Stream and at
the bottom is a virtually-uploaded Google Slide presentation.
23

Annotation
Messenger application is not just useful for linking communication but is also a
great vehicle for virtual classes. Learners were given learning assistance through
chat-to-chat and virtual synchronous classes through Messenger and Messenger
Rooms.
24

Annotation
It is important to not just rely on PowerPoint presentations during classes, games
can also be done. Hence, the photos above exemplify the Open Educational
Resources that I curated and made use during one of our virtual English classes
through Google Meet.
25

Certificates of participation in any
Professional development (PD) activities
7.3 - Professional links with colleagues
7.5 - Professional development goals
Annotation
The snapshot at the top of this page is a certificate that I acquired after a 40-hour
virtual In-service training hosted by the Department of Education-Central Office
and Information and Communications Technology Unit. Moreover, at the bottom is
a certificate that I acquired from Division Lecture on teachers’ resiliency.
27

Annotation
The snapshot at the top of this page is a certificate that I acquired from a massive
open online course on Students’ Mental Health hosted by University of Colorado-
Boulder. Further, at the bottom is a certificate of another massive open online
course from the University of the Philippines-Open University on Teaching and
Learning with Modern ICTs.
28

Annotation
The snapshot at the top of this page is a certificate that I acquired from Teacher-
Technology Summit convened by the T4 Education. Aside from this, the other
certificate is from a school-based INSET of Golden Valley National High School
which focused on Different Types of Assessment for Students.
29

Annotation
The snapshots are from our Learning Action Cell sessions. Above is a
session on Alternative and Innovative Learning Materials while below is a
session on different Learning Delivery Modalities in the time of pandemic.
30

Annotation
These photos are from virtual conferences and workshops that I joined. Above is
from the school-based INSET of Golden Valley National High School while below
is from the GURO21 (Gearing Up towards Responsible and Outstanding Teachers
in the 21st Century).
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Reflective Summary
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?
Type your answer here. You may reference the artifacts you have collected in your reflection.
You may duplicate this slide if necessary.
Codes Decrypted: Learning as Reflected in this Craft
When I was in college, I can still recall that we were taught about the different
principles of learning. What was striking to my ears are the principles, learning is a
painful process and learning is a continuous process. I took them significant starting then
since I thought that once I would graduate and land a decent job, I will no longer study.
But I was proven wrong.
Today, I can attest to the relevance of the two principles that I stated. With no
sugarcoated words, learning nowadays should be continuous yet painful. In order to put a
bridge that will somehow link the gap, the Learning Delivery Modality Course has been
put into practice in the field.
This year has been very tough for me due to the physical restrictions such as
meeting my learners or holding face-to-face Parent-Teachers’ conferences. Despite
these, my lethargic soul saw a glimpse of zeal since I experienced things that I
considered rare opportunities.
The craft that I exemplified in this work are honest proof of God’s power over me.
The prowess and efforts that I effortfully exerted influenced diverse products and
supported learning outcomes. Although it is a fact that some learners have just acquired
shallow concepts and skills due to unabridged and modified curriculum, others also have
significantly helped themselves grow and thrive with my aid as their facilitator.
On the other hand, I can proudly say that my learners have been working hard in
their subjects since I can constantly check on them through different modes and media.
What was good in the class that I handled is their responsiveness and promptness.
33

Reflective Summary
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?
Their parents were also constantly checking on their performance and progress through sending
short messages. Others who physically submit their children’s outputs also often asked me about
progress and milestones their children have made.
Moreover, the means of verifications that I utilized were carefully chosen from among the
set of MOVs I have at present. I know that the education system is both outcomes and evidence-
based, hence, it is always imperative to have our undertakings documented. Perhaps, some
would say that it is too much to ask, but it is not a boast and form of conceit. It is a form of
modelling to others, our way of service to the marginalized, undeserved, and those who need
equitable education the most.
At some points, I may feel the normal burnout as if a candle losing its fuel. In spite of this, I
once again revitalized and given a sense of zest for God, for the country, and for the children. To
conclude, this work is not just a portfolio, it is a magnum opus. #
34

LDM Artifacts: Self-Selected
MOVs on engaging learners for their progress and achievement
5.2 - Monitoring and evaluation of learner progress and achievement
Annotation
Learners’ progress and achievement were promptly monitored and given
feedback. The two photos are from written works that were measured and
evaluated with qualitative feedback.
36

Annotation
Aside from feedback on MDL-Print outputs, real-time feedback and qualitative
rating were also given through MDL-Digital and Online Distance Learning
modalities. Above is from our Google Classroom Stream while below was from our
Google Classroom Classwork.
37

Annotation
Learners’ progress was constantly monitored and evaluated through different
means. Examples were illustrated above through Messenger Group Chat and
written feedback through MDL-Print output.
38

5.3 - Feedback to improve learning
Annotation
In the snapshots are photos from online engagement of the learners. Above is
from the Messenger Group Chat while below is from Turned In output in the
Google Classroom.
39

5.3 - Feedback to improve learning
Annotation
Written feedback, both quantitative and qualitative, were significant for learner
progress monitoring and evaluation. In the photos are just some of feedback that
learners have attained.
40

MOVs on engaging key stakeholders in the teaching learning process
5.4 - Communication of learner needs, progress and achievement to key stakeholders
Annotation
To consistently monitor and identify learners’ needs, the parents shall be
communicated in regard to the performance and learning outcomes of their
children. Doing so enjoined me to utilize two applications to ensure
accessibility, to wit: (1) Messaging, and (2) Messenger.
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MOVs on engaging key stakeholders in the teaching learning process
6.2 - Engagement of parents and the wider school community in the educative process
Annotation
The parents and guardians of those under MDL-Digital were encouraged to be
submit their children’s outputs during my on-site skeletal work schedule. In this
light, they initially segregated outputs as stapled by their children and placed them
in the corresponding boxes. The process included a signing of Health Check Log.
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Learning Delivery Modality 2 Portfolio

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