INDICATOR-MOVs-DESCRIPTION OF THE MOVs-ANNOTATION

Annotation for teacher III

1. Indicator MOV
Description of the MOV
Presented
Annotations
1.2.2
Use
research-
based
knowledge
and
principles
of teaching
and
learning to
enhance
professional
practice.
LESSON PLAN
ACTIVITY SHEET
RUBRICS
?????? Lesson Plan
A lesson plan is a
teacher’s guide that
outlines the learning
objectives, content,
activities, and
assessments to ensure
effective and organized
teaching.
?????? Activity Sheet
An activity sheet
provides students with
guided exercises or tasks
that help them apply
and practice what they
have learned in the
lesson.
?????? Rubrics
Rubrics are scoring tools
that define specific
criteria and performance
levels used to assess
students’ work fairly and
consistently.
Certificate from our LAC
session about the
collaboration
performance of the
teachers
S – Situation:
During my Grade 12
Trends, Networks, and
Critical Thinking class,
I designed a lesson
about the role of
Information and
Communication
Technology (ICT) in
empowering, enslaving,
and emancipating
individuals. I wanted
my learners to see how
ICT can influence
social and political
movements, such as
the Occupy Movement,
and to recognize both
its benefits and risks in
real life.
T – Task:
My task was to create a
lesson plan that would
apply research-based
teaching principles to
promote active
engagement,
collaboration, and
critical thinking. I
aimed to integrate
multiple learning
approaches that align
with learners’ diverse
needs and real-world
applications of ICT.
A – Action:
To achieve this, I used
a combination of
constructivist,
inquiry-based, and
experiential learning
approaches. Activities
such as “Unzip the
Files”, “Scan and

2. Analyze Me”, and
“Show Mo” allowed
learners to explore ICT
concepts through
collaboration,
creativity, and analysis.
These activities were
grounded in brain-
based and project-
based learning
theories, encouraging
learners to construct
meaning, analyze real-
world issues, and
present creative
outputs. Through
multidisciplinary
integration—linking
Social Studies, ICT,
English, and Values
Education—the lesson
fostered higher-order
thinking and ethical
reflection on technology
use.
R – Result /
Reflection:
As a result, students
became more critical
and responsible
technology users. They
demonstrated deeper
understanding by
connecting ICT
concepts with global
issues, showing
confidence during their
group presentations,
and reflecting on their
social responsibility in
digital spaces. This
experience reaffirmed
for me that applying
research and
pedagogical principles

3. truly enhances
teaching effectiveness,
learner
Indicator MOV
Description of the MOV
Presented
Annotations
4.2.2
Set achievable
and appropriate
learning
outcomes that
are aligned with
learning
competencies.
Lesson Plan
Rubric
Activity Sheets
Rubrics
And sample output
S – Situation
As a Senior High
School teacher
handling Grade 12
Entrepreneurship, I
designed a lesson plan
on “Business
Implementation.” The
lesson was intended for
Week 15 of the fourth
quarter and was
implemented with
STEM and GAS
students. The goal was
to ensure that learners
could apply their

4. knowledge of
entrepreneurship by
starting and operating
a simple business
according to their
business plan.
?????? T – Task
My task was to create a
lesson plan that clearly
aligned with the MELC
CS_EP11/12ENTREP-
Oa-i-18 (Implement
the business plan) and
to prepare
corresponding learning
objectives, activities,
and assessment tools
that would measure the
students’
understanding and
performance effectively.
?????? A – Action
I developed a detailed
lesson plan that
includes engaging
motivation activities (a
jumbled-word mini-
game), collaborative
discussions, and a
performance task
where learners
implemented their
business plans through
a mini-business
simulation.
To ensure fairness and
objectivity, I provided a
rubric for mini-
business
implementation
assessing content
accuracy, creativity,
feasibility, and
teamwork.
The entire lesson

5. sequence followed the
5E Model (Engage,
Explore, Explain,
Elaborate, Evaluate)
and emphasized real-
world application,
group collaboration,
and critical thinking.
I also facilitated
reflection activities
where learners
assessed their
performance and
shared insights on
business operation
challenges.
?????? R – Result
As a result, learners
were able to
demonstrate mastery of
business
implementation
principles and
successfully present
realistic business
plans. The performance
task encouraged
creativity, teamwork,
and entrepreneurial
skills. The rubric
ensured measurable
and transparent
evaluation of student
outputs. This lesson
plan proves my ability
to design and execute
instruction that meets
the learning
competencies and
achieves intended
learning outcomes.

6. Indicators MOV
Description of the
MOV Presented
Annotations
4.3.2
Adapt and
implement
learning programs
that ensure
relevance and
responsiveness to
the needs of all
learners.
Culminating activity in
Araling Panlipunan
Month
Action Plan
Activity Matrix
Memo
Accomplishment Report
S – Situation
As an Araling
Panlipunan teacher, I
observed that my
learners are more
engaged when lessons
are connected to
interactive and
experiential activities.
To make learning more
meaningful and
responsive, I planned
and implemented a
culminating activity
that integrated the
different topics covered
throughout the
quarter.
?????? T – Task
My task was to adapt
and implement a set
of learning programs
and activities that
would develop
students’ historical
awareness, cultural
appreciation, critical
thinking, and social
responsibility while
addressing their
diverse learning styles
and interests.
?????? A – Action
To ensure inclusivity
and engagement, I
organized a series of
differentiated learning
activities under our
culminating program,
which included:
“Himagsikan ng

7. Kaalaman” – a
Philippine
History
Challenge Quiz
Bee to
strengthen
students’
mastery of
historical events;
“United
Diversity: A
Classroom
World Fair” –
where learners
showcased
different cultures
and countries to
promote global
understanding;
“Eurasia Bingo”
– a gamified
review of
historical and
geographical
facts;
“Groove
Showdown” – a
creative dance
presentation
reflecting
cultural
expression; and
“Symposium on
Voters’
Education” – an
advocacy-based
discussion
promoting civic
awareness and
responsible

8. citizenship.
Each activity was
designed to cater to
multiple intelligences
— from analytical to
kinesthetic and
interpersonal skills —
ensuring that all
learners could
participate according
to their strengths.
?????? R – Result
As a result, learners
became more active,
reflective, and
appreciative of their
identity as Filipino
citizens and global
learners. The
culminating activity
demonstrated how
academic learning
could be applied in
creative, relevant, and
socially meaningful
ways. Feedback from
both students and
teachers showed
increased motivation
and engagement. This
accomplishment report
reflects how I adapt
and implement
learning programs that
are truly responsive to
the learners’ diverse
needs and interests.
Indicators MOV
Description of the MOV
Presented
Annotations

9. 5.2.2
Monitor and
evaluate learner
progress and
achievement
using learner
attainment data.
Individual learning
monitoring plan
Sample of learners
output with reflection
Peer assessment
Anecdotal record
Progress chart
Class record
Lesson plan showing
index of mastery
S – Situation:
During the quarter, I
observed that some of
my learners were
struggling to meet the
expected learning
competencies based on
the results of their
formative and
summative
assessments. I noticed
a gap between the pre-
test and post-test
results, particularly in
critical thinking and
essay-type tasks.
T – Task:
As the classroom
teacher, I needed to
monitor their
performance, identify
the areas where they
needed help, and
implement strategies to
improve their learning
outcomes. It was also
my responsibility to
communicate these
findings to the learners
and their parents.
A – Action:
I gathered and
analyzed assessment
data from written
works, performance
tasks, and quarterly
exams to determine
patterns and levels of
mastery. After
identifying those who
needed support, I
designed and
implemented a
remediation plan
through peer tutoring

10. and differentiated
instruction. I also held
short learner
conferences and
communicated
progress updates to
parents through notes
and meetings.
Documentation of these
activities was recorded
in my class monitoring
report and supported
by photos of
intervention sessions.
R – Result:
Through consistent
monitoring and data-
driven interventions,
learners showed
significant
improvement in their
subsequent
assessments. Many
who initially failed in
written tasks were able
to reach or exceed the
passing mark after the
remediation. The

11. Indicators MOV
Description of the MOV
Presented
Annotations
5.5.2
Utilize
assessment data
to inform the
modification of
teaching and
learning
practices and
programs.
Most learnered and least
learned
Anedoatl of record
Accomplishement report
of remedial
Lesson plan for remedial
S – Situation:
During the quarter, I
observed that some of
my learners were
struggling to meet the
expected learning
competencies based on
the results of their
formative and
summative
assessments. I noticed
a gap between the pre-
test and post-test
results, particularly in
critical thinking and
essay-type tasks.
T – Task:
As the classroom
teacher, I needed to
monitor their
performance, identify
the areas where they
needed help, and
implement strategies to
improve their learning
outcomes. It was also
my responsibility to
communicate these
findings to the learners
and their parents.
A – Action:
I gathered and

12. analyzed assessment
data from written
works, performance
tasks, and quarterly
exams to determine
patterns and levels of
mastery. After
identifying those who
needed support, I
designed and
implemented a
remediation plan
through peer tutoring
and differentiated
instruction. I also held
short learner
conferences and
communicated
progress updates to
parents through notes
and meetings.
Documentation of these
activities was recorded
in my class monitoring
report and supported
by photos of
intervention sessions.
R – Result:
Through consistent
monitoring and data-
driven interventions,
learners showed
significant
improvement in their
subsequent
assessments. Many
who initially failed in
written tasks were able
to reach or exceed the
passing mark after the
remediation. The