Week Topic Objectives Activities Assessment

By the end of this In groups

week, participants will participants write
be able to: their definition of
student-centered
 name the Participants introduce
teaching.
topics in the themselves/community
course and building, review course Participants
1 Introductions
anticipate future syllabus and outline, read and complete a chart
assignments discuss article on student- comparing two
 describe the centered teaching lesson plans with
general concept of examples of
student-centered teacher-centered
teaching and student-
centered teaching.

2 Student- Participants review examples

centered By the end of this of needs analysis tools, write Participants design
Curriculum week, participants will objectives based on needs a needs analysis
and Lesson be able to: analysis results, read and tool for their
Design discuss article on student- teaching context
 create needs centered curriculum design,
analysis tools to Participants
review sample lesson plans evaluate an activity
identify student
needs and using student-
interests centered criteria
 give examples
of how to involve
students in
curriculum
decisions
 define
characteristics of a
student-centered
 activity

By the end of this

week, participants will
be able to:
Participants present
 solve Participants discuss lesson plans to
challenges to challenges in teaching Jigsaw groups
Reading and
teaching reading reading and writing (RW) highlighting
3 Writing
Tasks and writing (RW) skills, watch teaching video student-centered
using student- of RW activity, lesson plan characteristics.
centered strategies jigsaw Participants submit
 Plan a student- a RW lesson plan
centered RW
lesson

Title:

 "STARTING SMALL WITH Project-Based Learning (PBL)"

Training Hours and Schedule: 

 6 weeks - 4 hours per day once a week (20 total course hours)

Course Description: 
  In this workshop participants will become familiar with the principles of Project-Based Learning (PBL) and strategies
for implementing PBL projects in their classrooms. Participants will gain hands-on experience developing
collaborative, inquiry-based projects that support their curricular goals. The overall goal of this course is for the
participants to be able to blend PBL and standards-based design strategies to create curriculum units that enhance
student learning.

2. Set your course goal(s) and objectives.

Course Goal Statement(s): 

The overall goal of this course is for the participants to be able to blend PBL and standards-based design strategies to create
curriculum units that enhance student learning.

Course Objectives:

By the end of this week, Participants will be able to:

 define characteristics of Project-Based Learning (PBL)

 plan needs analysis strategies for understanding student needs and interests
 modify current teaching strategies integrated by Project-Based Learning (PBL)
 create Project-Based Learning (PBL) activities and learning plans for their teaching context

Training Course Outline 3 Rubric

 Training Course Outline 3 Rubric
Criteria Ratings Pts
This criterion is
linked to a
Learning
OutcomeCourse 0.0 pts 0.0 pts 0.0 pts
Details Excellent Good Needs Improvement
Course Details I included all the required I included most of the required The course details are missing most or all
information. I have selected information. I selected topics that of the required information (course title,
Course title, topics that reflect my meet some of my participants' training hours, description, etc.). I selected 0.0 pts
training hours and participants' needs. The training needs. The training schedule and topics that do not meet my participants'
schedule, schedule and hours is hours may need some revisions to needs. The training schedule and hours are
appropriate for my teaching and be appropriate for my teaching and inappropriate for my teaching and training
description, and training context. training context. context.
topics
 Training Course Outline 3 Rubric
Criteria Ratings Pts
This criterion is
linked to a
Learning
OutcomeCourse
Goals and
Objectives; Unit 0.0 pts 0.0 pts 0.0 pts
Excellent Good Needs Improvement
Objectives My course goal(s) are clear and the My course goal(s) are mostly clear and My course goal(s) are not clear
training topic is easily identified. the training topic can be identified. The and the training topic is hard to
The course objectives expand on the course objectives expand on the course identify. The course objectives
goal(s) and provide specific goal(s), but may include some irrelevant are unrelated to course goal(s).
outcomes for my training. The objectives. The course objectives meet The course and unit objectives
course objectives follow the most of the SMART criteria, but need do not meet SMART criteria. 0.0 pts
SMART guidelines. The unit some revisions. The unit objectives are Unit objectives are unrelated to
objectives are clear and expand on mostly clear. The unit objectives expand course objectives.
the course objectives. The unit on the course objectives, but may include
objectives follow the SMART some irrelevant objectives. The unit
guidelines. objectives meet most of the SMART
criteria, but may need some revisions.
 Training Course Outline 3 Rubric
Criteria Ratings Pts
This criterion is
linked to a
Learning
OutcomeAssessm 0.0 pts 0.0 pts 0.0 pts
ent Excellent Good Needs Improvement
My assessment summary is clear My assessment summary is mostly My assessment summary is not included
Summary of and includes description of both clear and includes both on-going and or not clear. The description of on-going 0.0 pts
assessment plan on-going and final assessment. final assessment descriptions. The and/or final assessment is missing. Unit
The unit assessment tasks are unit assessment tasks measure most assessment tasks do not measure most
and unit based on all the unit objectives. (but not all) of the unit objectives. (or any) of the unit objectives.
assessment
tasks.

This criterion is
linked to a 0.0 pts 0.0 pts 0.0 pts
Learning Excellent Good Needs Improvement
My unit activities are clearly My unit activities are included, but may not My unit activities are not included
OutcomeActivities explained and are appropriate include enough detail or clear description, or or not clearly described and do not 0.0 pts
for the unit objectives. may not be appropriate for achieving unit at all reflect the objectives.
objectives.

Total Points: 0.0
My stakeholders include:

 the Department of Education - Oriental Mindoro Division

 The Principal
 School Heads
 Teachers
 Staffs
 Parents
 Students *if possible

Training Topic: Student-centered Methodology

1. Theoretical Rationale: According to Taylor (1983) student-centered teaching increases student
motivation and engages students in meaningful communication. When students are motivated and
communicating in the target language (in this case English) they're more likely to show improvement in
learning that language. 
Taylor, B. P. (1983), Teaching ESL: Incorporating a Communicative, Student-Centered Component. TESOL
Quarterly, 17: 69–88. doi:10.2307/3586425
2. Case Study: Fictional High School in Kabaya, Tanzania, implemented a teacher-training course in
student-centered methodology. After the training, the school observed an overall increase of 10% in final
English grades.
3. Testimonial: 
“I’ve started using more of the activities I learned in the training in my classes and it’s really helped increase
student participation.” –Paula LastName, teacher at Fictional High School
   Most teachers, knowing the value of engaging, challenging projects for students, have planned field trips, laboratory investigations,
and interdisciplinary activities that enrich and extend the curriculum. 

   As John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. I found out that the biggest
challenge is student engagement. From the survey, I found out that 85% of teachers report challenges with student engagement. When
I observed classes, I saw that student participation is unequal or lacking.

"STARTING SMALL WITH Project-Based Learning (PBL)" focuses on the strategies for implementing PBL strategies inside classrooms. It will
provide teachers with the knowledge and skills that are used in Project-Based methodology. It will engage students and increase participation.
And STARTING SMALL WITH Project-Based Learning (PBL) will improve student performance, including their grades. My overall goal is that by
the end of the course, participants will be able to modify current teaching strategies integrated by Project-Based Learning (PBL) and apply their
revision on their teaching strategy especially in Technology and Livelihood Education.

Participants will be assessed using their presentation on how they will act inside the classroom. They will show how they are going to
manage a classroom by applying Project-Based Learning for the 21st century learners. They will be graded using the criteria below:

CRITERIA  
Relates to audience 20%
Fluent Rendition 10%
Feelings and Expression 50%
Understanding of Character 20%

Welcome, everyone, and thanks for joining me today. My name is Nefritiri Garcia Blance. I am currently working at Puerto Galera
Academy. You can contact me at nefblance@gmail.com and 0915-901-8519. Today I’ll be presenting a proposal for a course called
Ready, Set, Engage! Starting small with Project-Based Learning (PBL) where participants especially teachers can gain more
knowledge in enhancing and modifying their teaching strategies for the application of Project-Based Learning in classroom for the
21st century learners.
PROBLEM: 80% of the overall percentage of students are actually misbehaving inside the classroom while teacher is discussing due
to those misleading instructions for students and the main effect of it is that they aren’t focusing on the topic.

 Most teachers, knowing the value of engaging, challenging projects for students, have planned field trips, laboratory investigations,
and interdisciplinary activities that enrich and extend the curriculum. 

   As John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. I found out that the biggest
challenge is student engagement. From the survey, I found out that 80% of teachers report challenges with student engagement. When
I observed classes, I saw that student participation is unequal or lacking.

"STARTING SMALL WITH Project-Based Learning (PBL)" focuses on the strategies for implementing PBL strategies inside
classrooms. It will provide teachers with the knowledge and skills that are used in Project-Based methodology. It will engage students
and increase participation. And STARTING SMALL WITH Project-Based Learning (PBL) will improve student performance,
including their grades. My overall goal is that by the end of the course, participants will be able to modify current teaching strategies
integrated by Project-Based Learning (PBL) and apply their revision on their teaching strategy especially in Technology and
Livelihood Education.

So we’ve talked about the course description and goal. Now let’s look at the training outline. Let’s start with the course objectives. 

Course Objectives:

By the end of the course, participants will be able to:

 define characteristics of Project-Based Learning (PBL)

 plan needs analysis strategies for understanding student needs and interests
 modify current teaching strategies integrated by Project-Based Learning (PBL)
 create Project-Based Learning (PBL) activities and learning plans for their teaching context

We’ll do a variety of activities during the course to help the participants meet the objectives. You can see all of the activities here:

 Read and discuss articles

  Plan needs analysis
 Watch teaching videos
 Review and evaluate lesson units
 Use and share instructional and technology tools
 Create lesson activities and plans for PBL

As John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. I found out that the biggest
challenge is student engagement.

From the survey, I found out that 80% of teachers report challenges with student engagement. When I observed classes, I saw that
student participation is unequal or lacking.We can see that this idea from an expert in the field supports a student-centered teaching
methodology.

I have also found supporting evidence from a case study at Puerto Galera Academy in Puerto Galera. The school reported a 11%
overall increase in Technology and Livelihood Education final grades after their teachers received training in "Starting small with
Project-Based Learning (PBL)".

In addition to an increase in Technology and Livelihood Education final grades, I also found testimonials from both TLE teachers
about how training in "Starting small with Project-Based Learning (PBL)" had impacted their students in a positive way.

After learning about all of the positive aspects of conducting this training, you’re probably wondering: What about the logistics?
Who? When? Where? And how? I have answers to all of those questions.

The participants would be:

  the Department of Education - Oriental Mindoro Division
 The Principal
 School Heads
 TLE Teachers and other Major subject Teachers
 Staffs
 Parents

The training could be held on Saturdays from August 25th to October 6th from 8 AM to 12 PM in Audio Visual Room here at the
school.

I would need a:

 Projector
 Laptop
 Instructional materials
 Teaching video clips
 Session and activity handouts

My assessment plan would include

 Presentation of Learning plans and teaching tools integrated with Project-Based Learning Principles
 Submission of Final Lesson Plan

The course evaluation would be a

 Goal-based evaluation

so the participants would be looking at their goals and determining if they met those goals.
So, as you can see, today we talked about a big problem:

80% of the overall percentage of students are actually misbehaving inside the classroom while teacher is discussing due to those
misleading instructions for students and the main effect of it is that they aren’t focusing on the topic.

And why is this the BEST solution?

Starting small with Project-Based Learning

Well…It will give teachers the reason WHY?

 Enhance teachers knowledge, skills ans strategies in teaching

 Increase motivation and meaningful projects to improve interactive learning
 Proven to increase student success

I hope that today you have seen the benefits of conducting this training. I also hope that you will grant permission for me to conduct
Ready, Set, Engage! with our teachers. Thank you for your time and consideration.
5
1. Last month I attended the English Language Proficiency conducted by Language Skills Institute.
2. At the end of the training we completed an evaluation form. The evaluation asked us to list activities in the
training that we liked or found helpful, activities that we didn't like, and to write suggestions for how the
course could be improved. There also was a place to write any general comments.
3. I felt pretty comfortable giving honest feedback on the evaluation form, especially because I didn't have to
write my name. The questions weren't very specific though, so it was difficult to remember activities or to
know what to write. I actually left the suggestions and comments sections blank.