LDM2__
Learning Delivery Modalities Course for Teachers
PRACTICUM PORTFOLIO LAC GUIDE
Note: This LAC Session Guide serves only as a guide for LAC Leaders in conducting LAC sessions on the LDM courses. LACs are still
free to merge or modify content of these session guides according to your context, schedules, and capacity.
LAC Components
Activity
Suggested Duration
Getting Started
The LAC Facilitator can use this time to remind the LAC
group on norms, do a short icebreaker, or conduct a
“Kumustahan” session with the members.
10 minutes.
Set the scope and objective of the session.
Specify that this LAC will only focus on their ongoing LDM
practicum portfolio building.
The LAC Facilitator should set that this session will build
on the last pre-implementation module which is about
portfolio-building. Specifically, it will help them clarify
concerns on what to include in their practicum portfolio
and how it will be evaluated.
To save time, each member will be provided with a copy
of the supplemental guide for them to study in advance.
They will be asked to identify the MOVs in the list that they
already have.
Small Group Sharing (SGS)
LAC Facilitator will divide the group into groups with 3-5
10-15 minutes
members. Only if possible, group the members based on
learning areas or grade levels taught (i.e. science teachers,
math teachers, primary level teachers, etc.)
Give them at least 5 minutes to discuss within the small
group, and another 5-10 minutes for sharing with the big
group. Question for SGS:
1. Have you started gathering MOVs in your
practicum portfolio?
2. What artefacts/ MOVs you have gathered show
your progress in applying what you have learned
in the LDM course?
3. What artefacts/ MOVs for your LDM practicum
portfolio do you have in common?
Groups will assign one speaker to share their answers
with the big group.
*Small groups can be held as break-outs on platforms that
allow this, such as Zoom, Facebook, Viber, WhatsApp, or
others, if face-to-face LAC sessions are still prohibited.
Small Group Report
Assigned speakers will share their answers with the big
10 minutes
group Each small group will be given 2 minutes to present
their answers with the big group.
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LAC facilitator notes down and consolidates the
responses and presents them in a table to identify similar
and different answers.
Big Group/Plenary sharing
LAC Facilitator asks members if these MOVs satisfactorily 15 minutes
document their learning, growth, and development on
LDM implementation over time.
LAC Facilitator starts the conversation on the pre-work
reading material supplemental guide in building a
developmental/learning portfolio.
To highlight key learnings of the lesson, the LAC
Facilitator may use the following synthesis questions:
1. Why do we need to have pre-determined and
self-selected MOVs?
2. How does aligning the MOVs with the
professional standards help?
3. How can practicum portfolio building be
stress-free?
4. What MOVs from the 2020-2021 RPMS portfolio
can be used in my LDM Portfolio? Vice versa?
5. What other questions do you have that might
need clarification? Note: These questions may be
taken note of by the LAC Leader and brought up to
your respective LDM Coach for further clarification
Big Group/Plenary
Synthesis and Action
Planning
The LAC Facilitator synthesizes insights shared and
understanding gained from reading the supplemental
guide.
5-10 minutes
The LAC Facilitator asks members to identify the help
they can give or would need in building their own
practicum portfolio and those of others. LAC Facilitator
sets a schedule for coaching/peer coaching sessions.
Completion of reports
The LAC members complete the Teachers Engagement
Report
2 minutes
The LAC Facilitator completes the Leaders LAC Session
Report
TOTAL 50-60 minutes
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LDM2__
Learning Delivery Modalities Course for Teachers
Supplemental Guide in Building Your LDM Practicum Portfolio
In the last LDM pre-implementation module, you have learned that a portfolio is a tool that can be
used to record and reflect on one’s learning progress. In the LDM course, the practicum portfolio you have
been building enables you to make connections between the module-based learning experiences and how
these help you in doing your actual tasks. Artifacts or what we commonly refer to as means of verification
(MOV) capture this progress and provide evidence that you have been applying in the workplace what you
have learned in the modules.This kind of integrative learning contributes to having a more personalized,
relevant, and meaningful professional development experience. This supplemental guide aims to help you
identify the essential artifacts in your LDM practicum portfolio.
LDM Portfolio Guidelines
Table Guide
★ The first column lists the artifacts that are aligned to the daily outputs that you create during the
course of the year.
★ Second column describes the artifact to be collected.
★ Third column indicates the professional standards that are met by the respective output. Note that:
○ This provides information into how LDM outputs align with the SY 2020-2021 RPMS
portfolio, which can guide you in determining which outputs you can include in your IPCRF.
○ There could be other strands in which the artifacts may contribute to their attainment but are
not indicated in the table.
Types of Portfolio Artifacts
★ The LDM Practicum Portfolio artifacts fall into two categories, required and self-selected:
○ Required artifacts are artifacts that you have to include in the portfolio, as this covers the
standard work that you do in the LDMs.
○ Self-selected artifacts are those that you might consider having in your portfolio to satisfy
the criteria used in assessing it.
★ This is not an exhaustive list. You may add artifacts from your work that better illustrates your
learning and application of the course. Use the Practicum Portfolio Rubric to guide your artifact
selection.
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Formatting Guidelines
★ The LDM practicum portfolio can be submitted in either printed or digital form.
○ Digital submissions may be collated in a slide deck (Google Slides or Powerpoint), stored in
a folder, or other digital forms that your SDO may provide. A digital or electronic submission
is encouraged to reduce physical contact during the pandemic and ease portfolio
management.
○ Printed submissions may be compiled in a folder or envelope.
★ The following elements also have to be included in your portfolio:
○ Cover/title page
○ Table of contents included after the title page/cover to help readers navigate the portfolio
○ Short annotations that highlight the demonstration of progress in the implementation of the
LDM and the information on the relevant strand/s in which the artifacts contribute to.
Figure 1. Sample Portfolio Page Layout.
Submission
★ Submission schedule: April-July 2021. Coordinate with your RO/SDO LDM Program Management
Team for the specific dates.
★ Artifacts can be gathered throughout the school year.
★ Practicum portfolio raters and evaluation form managers shall follow the same system used in the
submission of pre-implementation outputs. They may use the same drives, focal persons, and
procedures in the collection and consolidation of outputs and evaluation forms.
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Evaluation
★ Evaluation forms shall follow a similar consolidation structure as pre-implementation. Evaluators
shall record portfolio scores using Individual Reports, while Form Managers shall consolidate
results into a List of Completers. The evaluation forms for specific job groups are as follows:
○
Individual Reports (accomplished by the respective Evaluators)
■ LDM Form 1P - LDM Portfolio Evaluation of School Heads
■ LDM Form 2P - LDM Portfolio Evaluation of Supervisors
■ LDM Form 3.1P - LDM Portfolio Evaluation of LAC Leaders (MTs, HTs, Senior Ts)
■ LDM Form 3.2P - LDM Portfolio Evaluation of Teachers
○
List of Completers (accomplished by Form Managers)
■ LDM Form 4P - List of LDM Portfolio Completers
★ Download Evaluation Forms at bit.ly/ldmportfolioeval.
Presentation (optional)
★ Evaluators may hold a practicum portfolio conference with each LDM participant where he/she
presents his/her outputs and reflection. Evaluators are also encouraged to facilitate a conversation
on what the presenter has just shared. This individual portfolio presentation conference may take
20-30 minutes. It could be done virtually or in-person, subject to the guidelines issued by the local
government unit.
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LDM2__
Learning Delivery Modalities Course for Teachers
LDM Practicum Portfolio Contents
Items in boldface are RPMS Year 2 Priority Strands. You may also refer to the supplemental RPMS
document for the other MOVs/artifacts under these strands.
REQUIRED
LDM Artifact
Remarks
PPST Strand
Individual Learning
Monitoring Plans
You may include 2-3 ILMPs to show
the improvements you made in
creating ILMPs.
3.1 - Learners’ gender, needs,
strengths, interests and experiences
Highlight in the annotation/Compare
the part/s of the ILMPs in which you
made adjustments.
The ILMPs could be for the same
student or for different learners.
Lesson Plans ((e.g.,
DLP, DLL, WHLP, WLP,
WLL, Lesson
Exemplars, and the
likes)
Teacher-made/
modified learning
resources
You may include 2-3 lesson plans from
different quarters to show the
improvements you made in creating
them.
In the annotation, highlight/compare
the part/s of the lesson plans in which
you made adjustments. You may cover
the following:
● competencies
● learning objectives
● performance tasks
● learning outputs, etc.
You may include any of the following
learning resources:
●
●
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
4.5 - Teaching and learning
resources including ICT
MDL: 2-3 sample modules
ODL: screenshots of 2-3 online
lessons, presentations, quizzes
using collaborative technology
(padlet, google classroom, etc.)
In the annotation, highlight/compare
the part/s of the learning resources
where you made adjustments.
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Certificates of
participation in any
professional
development (PD)
activities
You may include certificates received
from 2-3 PD activities.
7.3 - Professional links with
colleagues
7.5 - Professional development goals
Reflective Summary
This reflective essay should answer the 7.4 - Professional reflection and
question: Do you feel that this collection learning to improve practice
of work really reflects your abilities and
what you have achieved this year
through the LDM course? Why or why
not?
In the annotation, briefly explain
whether these were part or not part of
your original PD goals in your
development plan, and how you
applied what you have learned in your
work as a teacher.
Your reflection should describe your
personal experience in implementing
distance LDM/s, show depth of
analysis and synthesis of this
experience, and relate it to professional
standards and to your professional and
personal development goals.
SELF-SELECTED
Artifacts aligned to the implementation of special curricula/programs (e.g. Madrasah Education,
Indigenous People’s Education, special interest programs, etc.) may also be included as self-selected
artifacts in the LDM practicum portfolio.
LDM Artifact
Remarks
PPST Strand
MOVs on engaging
learners for their
progress and
achievement
You may include photo-documentation
of
5.2 - Monitoring and evaluation of
learner progress and achievement
●
●
●
conversations through
chat/text/video conference
about class requirements
notes or messages as
feedback to their submitted
outputs (activity sheets, SLMs,
portfolio,etc.)
kumustahan/consultation
sessions with learners
5.3 - Feedback to improve learning
Blur names and photos of students,
parents/guardians to protect their
privacy.
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MOVs on professional
engagement with
colleagues
.
You may include photo-documentation
of
●
●
●
●
MOVs on engaging key
stakeholders in the
teaching learning
process
socially-distanced
in-person/online synchronous
LAC Sessions
LDM-related LAC chats (text,
messenger, viber, etc)
faculty meetings
in-service trainings
You may include photo-documentation
of
●
●
7.3 - Professional links with
colleagues
conversations with
parents/guardians through
chat/text/video conference
parents dropping off modules
at designated school boxes
5.4 - Communication of learner needs,
progress and achievement to key
stakeholders
6.2 - Engagement of parents and the
wider school community in the
educative process
Blur names and photos of
parents/guardians to protect their
privacy.
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