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2020 IN-SERVICE TRAINING (INSET) FOR JUNIOR HIGH SCHOOL TEACHERS

Via an Online Delivery Mode

Theme: Ensuring Enduring Student Learning Outcomes with Online Distance Learning
and Teaching of K-12 Standards in the Time of COVID-19

PROGRAM AND SCHEDULE

OBJECTIVES: At the end of the seminar-workshop, the participants are able to:

• Identify the standards of the PEAC Certification Assessment Instrument in the area of Curriculum, Assessment and Instruction
• Prepare a sample unit curriculum map that unpacks the requirements of the K-12 subject Curriculum Guide
• Design and present a sample unit learning plan that is aligned with K-12 curriculum standards and develops learning outcomes
and students’ 21st century skills for global competitiveness

SESSION TOPICS

DAY 1
ADDITIONAL SUBJECTS ACADEMIC SUBJECTS ACADEMIC SUBJECTS
SESSION
TIME (REGULAR TRACK) (REGULAR TRACK) (ADVANCED TRACK)
NO.
TOPIC TOPIC TOPIC
7:00-9:00 AM Verification of Online Registration via Zoom
1 9:00 –11:00 -Orientation, Training Guidelines and -Orientation, Training Guidelines and -Orientation, Training Guidelines
House Rules House Rules and House Rules
-Overview of the 2020 Training -Overview of the 2020 Training -Overview of the 2020 Training
Program and Process for Additional Program and Process for Additional Program and Process for Additional
Subjects Regular Track Subjects Regular Track Subjects Regular Track
-Streamlining the K12 Curriculum: -Streamlining the K12 Curriculum: An -Streamlining the K12 Curriculum:
An Approach to Determining which Approach to Determining which An Approach to Determining which
Standards and Competencies to Standards and Competencies to Teach: Standards and Competencies to
Teach: a. The Mandate and Goals of the K-12 Teach:
a.The Mandate and Goals of the K- Standards-based Curriculum for a. The Mandate and Goals of the K-
12 Standards-based Curriculum for Developing Enduring Skills for Students’ 12 Standards-based Curriculum for
Developing Enduring Skills for Global Competitiveness Developing Enduring Skills for
Students’ Global Competitiveness b. The PEAC Certification Assessment Students’ Global Competitiveness
b. The PEAC Certification Instrument and Curriculum Mapping b. The PEAC Certification
Assessment Instrument and c. DepEd Most Essential Learning Assessment Instrument and
Curriculum Mapping Competencies (MELC) Matrix Curriculum Mapping
c. DepEd Most Essential Learning Techniques for Identifying Enduring c. DepEd Most Essential Learning
Competencies (MELC) Matrix Learning Competencies Competencies (MELC) Matrix
Techniques for Identifying Enduring d. Unpacking, Streamlining and Techniques for Identifying
Learning Competencies Clustering Power and Supporting Enduring Learning Competencies
d. Unpacking, Streamlining and Competencies in a Unit Curriculum Map d. Unpacking, Streamlining and
Clustering Power and Supporting e. Checking for Alignment with the Clustering Power and Supporting
Competencies in a Unit Curriculum Design Protocol Competencies in a Unit Curriculum
Map f. Teacher as Designer, Assessor and Map
e. Checking for Alignment with the Facilitator in the K12 Program e. Checking for Alignment with the
Design Protocol Design Protocol
f. Teacher as Designer, Assessor and f. Teacher as Designer, Assessor
Facilitator in the K12 Program and Facilitator in the K12 Program
2 11:00-12:00 GUIDED WRITESHOP: GUIDED WRITESHOP: GUIDED WRITESHOP:
-Streamlining a Selected Unit in a Gr -Streamlining a Selected Unit in a Gr 7- -Streamlining a Selected Unit in a
7-10 Learning Unit of the K12 10 Learning Unit of the K12 Curriculum Gr 7-10 Learning Unit of the K12
Curriculum -Writing the Unit’s Transfer Goal and Curriculum
-Writing the Unit’s Transfer Goal and Identifying the Unit’s Performance Task -Writing the Unit’s Transfer Goal
Identifying the Unit’s Performance and Identifying the Unit’s
Task Performance Task
-Unpacking and Classifying the Unit’s -Unpacking and Classifying the Unit’s -Unpacking and Classifying the
Learning Competencies and Learning Competencies and Clustering Unit’s Learning Competencies and
Clustering these into Power and these into Power and Supporting Clustering these into Power and
Supporting -Budgeting the Time for Online Supporting
-Budgeting the Time for Online Learning in a Unit Calendar -Budgeting the Time for Online
Learning in a Unit Calendar -Aligning the Curriculum Map with the Learning in a Unit Calendar
-Aligning the Curriculum Map with Design Protocol and Standards of -Aligning the Curriculum Map with
the Design Protocol and Standards Compliance for Curriculum Map in the the Design Protocol and Standards
of Compliance for Curriculum Map in PEAC JHS CAI Area of Curriculum, of Compliance for Curriculum Map
the PEAC JHS CAI Area of Assessment and Instruction in the PEAC JHS CAI Area of
Curriculum, Assessment and Curriculum, Assessment and
Instruction Instruction
12:00 –1:00 BREAK
3 1:00 – 3:00 -Designing the Unit Performance -Designing the Unit Performance Task -Designing the Unit Performance
Task with GRASPS and Aligned with with GRASPS and Aligned with the Task with GRASPS and Aligned with
the Learning Goal of Transfer in a Gr Learning Goal of Transfer in a Gr 7-10 the Learning Goal of Transfer in a
7-10 Learning Unit Learning Unit Gr 7-10 Learning Unit
-Integrating 21st Century Skills in a -Integrating in a Performance Task -Expanding the Core GRASPS
Performance Task • Authentic Real World Design of a Performance Task with
Experiences • Project-based Learning
• 21st Century Skills • Design Thinking
• Grade Level Subjects
3:00 – 3:30 BREAK
4 3:30 – 5:00 -Designing Scaffolding Activities for -Designing Scaffolding Activities for -Designing Scaffolding Activities for
Students’ Output in the Unit Students’ Output in the Unit Students’ Output in the Unit
Performance Task Performance Task Performance Task
-Accomplishing the Performance -Accomplishing the Performance Task -Accomplishing the Performance
Task with Web 2.0 Applications with Web 2.0 Applications Task with Web 2.0 Applications
-Characteristics of Quality Rubric -Characteristics of Quality Rubric -Writing a Rubric to Evaluate
-Writing a Rubric to Evaluate -Writing a Rubric to Evaluate Students’ Students’ Performance Task
Students’ Performance Task Performance Task -Writing Learning Targets
-Self-Assessing Students’ Transfer -Self-Assessing Students’ Transfer Skills -Self-Assessing Students’ Transfer
Skills Skills
DAY 2
5 8:00 – 9:30 - Teaching for Acquiring Basic - Teaching for Acquiring Basic - Teaching for Acquiring Basic
Information and Assessing for Information and Assessing for Information and Assessing for
Knowledge and Comprehension with Knowledge and Comprehension with Knowledge and Comprehension
Leaner-Centered Strategies Leaner-Centered Strategies with Leaner-Centered Strategies
-Completing the Acquisition Part of -Completing the Acquisition Part of the -Completing the Acquisition Part of
the Curriculum Map and Learning Curriculum Map with A Design Protocol the Curriculum Map with A Design
Plan with a Design Protocol for for Aligning Standards, Competencies, Protocol for Aligning Standards,
Aligning Standards, Competencies, Assessments and Activities for Competencies, Learning Targets,
Assessments and Activities for Acquisition in a Selected Gr. 7-10 Assessments and Activities for
Acquisition in a Selected Gr. 7-10 Learning Unit Acquisition in a Selected Gr. 7-10
Learning Unit -Using Technology to Facilitate and Learning Unit
-Using Technology to Facilitate and Assess Students’ Acquisition -Using Technology to Facilitate and
Assess Students’ Acquisition Assess Students’ Acquisition
9:30 10:00 BREAK
6 10:00 – 12:00 - Teaching for and Assessing Critical - Teaching for and Assessing Critical - Teaching for and Assessing
Thinking and Understanding: Thinking and Understanding: Critical Thinking and
Developing Higher-Order Thinking Developing Higher-Order Thinking Skills Understanding: Developing Higher-
Skills in Meaning Making Activities in Meaning Making Activities and Order Thinking Skills in Meaning
and Assessments Assessments Making Activities and Assessments
-Shallow vs. Deep Processing of Text -Shallow vs. Deep Processing of Text -Using Technology for Online Deep
-Claim – Evidence - Reasoning -Using Technology for Online Deep Processing and Discussion
Processing Activities Activities
12:00 –1:00 BREAK
7 1:00 – 3:00 WRITESHOP: WRITESHOP: WRITESHOP:
-Unpacking the Unit EQ and EU -Unpacking the Unit EQ and EU -Unpacking the Unit EQ and EU
-Preparing the Guided -Preparing the Guided Generalization -Preparing the Guided
Generalization and the Use of and the Use of Technology Generalization and the Use of
Technology -Completing the Making Meaning Part Technology
-Completing the Making Meaning of the Curriculum Map with a Design -Completing the Making Meaning
Part of the Curriculum Map with a Protocol for Aligning Standards, Part of the Curriculum Map with a
Design Protocol for Aligning Competencies, Assessments and Design Protocol for Aligning
Standards, Competencies, Activities for Making Meaning Standards, Competencies,
Assessments and Activities for Assessments and Activities for
Making Meaning Making Meaning
3:00 – 3:30 BREAK
8 3:30 – 5:00 - Standards of Compliance for - Standards of Compliance for Learning - Standards of Compliance for
Learning Plans in the PEAC JHS CAI Plans in the PEAC JHS CAI Area of Learning Plans in the PEAC JHS CAI
Area of Curriculum, Assessment and Curriculum, Assessment and Instruction Area of Curriculum, Assessment
Instruction -Putting Together a Unit Learning Plan and Instruction
-Putting Together a Unit Learning from Explore to Transfer following the -Putting Together a Unit Learning
Plan from Explore to Transfer Design Protocol Plan from Explore to Transfer
following the Design Protocol -Evaluating Learning Plans with the following the Design Protocol
-Evaluating Learning Plans with the PEAC CAI on Curriculum, Assessment -Evaluating Learning Plans with the
PEAC CAI on Curriculum, Assessment and Instruction and the PEAC PEAC CAI on Curriculum,
and Instruction and the PEAC Classroom Observation Form Assessment and Instruction and
Classroom Observation Form the PEAC Classroom Observation
Form
DAY 3
9 8:00 –10:00 Workshop for Sample Unit Workshop for Sample Unit Curriculum Workshop for Sample Unit
Curriculum Map and Online Learning Map and Online Learning Material Curriculum Map and Online
Material Learning Material
10:00 10:30 BREAK
10 10:30 – 12:00 Workshop for Sample Unit Workshop for Sample Unit Curriculum Workshop for Sample Unit
Curriculum Map and Online Learning Map and Online Learning Material Curriculum Map and Online
Material Learning Material
12:00 –1:00 BREAK
11 1:00 – 4:00 -Presentation and Critiquing of -Presentation and Critiquing of Sample -Presentation and Critiquing of
Sample Unit Curriculum Map and Unit Curriculum Map and Online Sample Unit Curriculum Map and
Online Learning Material Learning Material Online Learning Material
-Program Evaluation -Program Evaluation -Program Evaluation
-Closing Activity -Closing Activity -Closing Activity
N.B. Schedule subject to adjustments.
REGULAR TRACK ADVANCED TRACK
Subjects Subjects
Araling Panlipunan
English
Filipino
Mathematics
Araling Panlipunan
Science
English
Filipino
Additional Subjects
Mathematics
Music
Science
Physical Education
TLE-HE
TLE-ICT
Values Education

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