Annotation on Using Research-based Knowledge and Principles
S.Y. 2024-2025
NOTE: Only the objective below is the objective that need annotations as specified in DM No. 17, s. 2025.
(T6)
Objectives Means of Description of the MOV Annotations
Verification Presented
(MOV)
1. Use research- Any of the The lesson plans I developed I have consistently applied research-based knowledge
based following; demonstrate the used and principles of teaching and learning to enhance
knowledge and Lesson Constructivist approach and instruction and improve student outcomes. Grounded
principles of plan social learning theories and in the constructivist approach, I have designed
teaching and Activity cooperative learning strategies lessons that foster active student engagement,
learning to sheets grounded in research. allowing learners to construct their own
enhance Assessme It also uses scaffolding, understanding through meaningful experiences. For
professional nt inquiry-based learning and instance, I incorporated John Dewey’s experiential
practice Materials real-life applications. learning theory by integrating hands-on activities and
(PPST 1.2.2) real-world applications into my lessons and when they
themselves try to look for an answer and try to
manipulate the PC or gadgets that they are using for
them to discover websites with good and bad lay-out.
Since they are group together with their classmates,
they are bound to share and collaborate with them to
be able to come up with a good presentation in the
class.
S – Situation
I observed that my class had diverse learning
needs, and are very well-diverse in technologies,
they also are into exploration and discoveries on
their own
T – Task
My goal was to improve learner engagement and
performance by enhancing my instructional
strategies and ensuring that everyone cooperate
and collaborate with their classmates.
A – Action
I applied hands-on activities and collaborative
teaching for them to not only enjoy the learning
1
process but to really be creative and cooperate ,
and adjust well to other students.
R – Result
Learner engagement and performance improved,
and my instructional practices became more
effective and responsive to student needs. The
experience reinforced my belief that teaching
should be grounded in evidence-based principles
rather than routine traditional methods.
2. Participated LAC The minutes of the LAC I value collegial discussions as opportunities to
in collegial sessions/FGDs/m sessions show my learn from others and improve my teaching.
discussions that eetings/other involvement in discussions Hearing insights from peers and students helped
use teacher and collegial with colleagues on me recognize areas for growth and adjust my
learner feedback discussions with strategies to improve strategies to better meet classroom [Link]
to enrich Proof of learner engagement. Peer of the LAC session that was given greatly helped
teaching Attendanc observation forms include me and has really molded me into a better
practice (PPST e helpful feedback from co- educator.
4.4.2 Minutes teachers, and I have added
Reflection my reflections based on S – Situation
Notes learners’ feedback as well. I realized that there were areas in my teaching
Or that could still be improved, especially in
Equivalent addressing classroom challenges and learner
ALS needs. I also need to listen to new guidelines, and
form/docu strategies to improve the teaching-learning
ment process.
T – Task
I aimed to enhance my teaching practices by
gaining insights from others, mentors, and
colleagues and identifying strategies that would
better respond to classroom realities.
A – Action
I actively engaged in collegial discussions and
sought feedback from peers and students. I then
used the Test Construction, and everything that
was discussed during the LAC session.
R – Result
My instructional practices improved and became
2
more responsive to learners’ needs. The
collaborative feedback helped me grow
professionally and strengthened my ability to
adapt to real classroom situations.
S: I needed to address areas for improvement in
my teaching practices.
T: I aimed to enhance my strategies to better
respond to classroom realities.
A: I engaged in collegial discussions and
gathered feedback from peers and students.
R: I improved my instructional approaches and
became more responsive to learners’ needs.
3. Communicate Any one of the Signed attendance sheets and I regularly communicated with parents because I
promptly and following: minutes of parent–teacher believe they are partners in education. By
clearly the Sample of conferences were included to keeping them informed of their child’s progress,
learners’ needs, corrected show discussions on learners’ we were able to work together in supporting
progress and test paper progress. Parents received learners who needed extra guidance. This
achievement to with regular progress reports and strengthened trust and collaboration between the
key parent’s advisories. The documentation school and home.
stakeholders, signature reflects how learners’ needs
including and date were addressed through S – Situation
parents/guardia of receipt shared efforts with parents. Some learners required additional guidance and
ns (PPST 5.4.2) Minutes of support, and consistent coordination between
meetings school and home was needed.
with T – Task
stakeholde My goal was to strengthen communication with
rs’ w/ parents to ensure collaborative support for
proof of learners’ academic progress.
attendanc A – Action
e I regularly communicated with parents and
Report provided updates on their child’s progress,
Card w/ allowing us to jointly plan interventions for those
parent’s who needed extra assistance.
signature R – Result
in all Learners received better support both at home
quarters and in school, and trust and collaboration
supported between parents and the school were
with strengthened.
minutes of
the
meeting
3
Communic
ation w/
key
stakeholde
r using
various
modalities
Anecdoctal
records
showing
entries per
quarter
4. Utilized Means of The MOV list of least mastered Designing and implementing intervention
assessment data Verification: List skills for Grade 12 MIL. It also materials such as LAS for remediation,
to inform the of Least Learned features intervention materials reinforcement, or enrichment reflects my
modification of competencies used for remediation, commitment to refining teaching practices based
teaching and (Quarter 1-4); reinforcement, and on learners’ performance results.
learning Intervention enhancement. These
practices and Materials documents show how S – Situation
programs (PPST instruction was modified to Assessment results showed that students had
5.5.2 A list of identifies address learners’ needs and varying levels of mastery, and some required
least/most improve their reading additional support or enrichment.
mastered skills performance. T – Task
based on the I needed to provide targeted learning
frequency of interventions to address learners’ specific needs
errors/ correct and improve their performance.
responses with A – Action
any one (1) of I designed and implemented intervention
the following materials, such as Learning Activity Sheets (LAS),
supporting for remediation, reinforcement, and enrichment
MOVs based on learners’ performance data.
[Link] R – Result
nt report for Learners received appropriate support aligned to
remedial/enhanc their levels of understanding, leading to improved
ement activities performance and more responsive teaching
(e.g., remedial practices.
sessions,
Summer reading
Camp, Phil-IRI-
based reading
program)
2. Intervention
4
material used for
remediation/reinf
orcement/enhanc
ement
5. Developed a Means of The MOV includes a For me, professional growth is lifelong. Having an
personal Verification: certification confirming the improvement plan guided me to be more
improvement 1. Certificatio completion of the e-SAT, purposeful in enhancing my skills. My reflections
plan based on n from the the accomplished IPCRF–DP allowed me to appreciate my strengths while
reflection of ICT outlining professional acknowledging areas for growth, reminding me to
one’s practice Coordinato development goals, and the keep learning and striving for excellence in my
and ongoing r/School Mid-Year Review Form teaching journey.
professional Head/Focal showing progress and
learning ( PPST Person in reflections. These S – Situation
7.4.2) charge of documents demonstrate I recognized the need to continuously improve
e-SAT; how I monitored and my teaching practices to remain effective and
2. IPCRF-DP implemented my responsive to learners’ needs.
3. Mid-year Development Plan. This T – Task
Review provide evidence of My goal was to enhance my professional skills
Form; continuous professional intentionally and identify areas for growth to
4. Updated growth and commitment to achieve excellence in teaching.
IPCR-DP improving teaching A – Action
from practices. I crafted and followed a personal improvement
Phase 2 plan and regularly reflected on my practices to
assess my strengths and development needs.
R – Result
I became more purposeful in my professional
growth, gained clearer insight into my strengths
and areas for improvement, and strengthened my
commitment to continuous learning and teaching
excellence.
Prepared by:
MARIA CONNIE E. MAHILUM
Teacher III