2021 INSET for Junior High School Teachers (Online)

THEME: Teaching and Assessing the K-12 Standards Across the Different Learning Modalities

PARTICIPANTS’ WORKSHOP OUTPUTS AND PRESENTATION CHECKBRIC

SCORING RUBRIC: 3 - EVIDENT AND SATISFACTORILY DONE

2 - PARTIALLY EVIDENT AND PARTIALLY SATISFACTORILY DONE

1 - NOT EVIDENT

EVALUATION OF PARTICIPANTS’ PERFORMANCE

(REGULAR TRACK)

3 2 1

Evident and Partially Not

LEVELS OF PROFICIENCY Satisfactorily Evident and Evident
Done Partially
Satisfactorily
Done

UNIT STANDARDS AND COMPETENCIES DIAGRAM OOL

1. The Transfer Goal, Performance Task, Essential

Question, Enduring Understanding, and Competencies
are aligned with the Unit Content and Performance
Standards in the Unit Standards and Competencies
Diagram.
2. The Essential Question and Enduring Understanding
statement are well-crafted.
3. The Transfer Goal statement is well-crafted.
DESIGN OF A STREAMLINED UNIT CURRICULUM MAP
4. The Learning Competencies are unpacked and
classified according to learning goals:
A. (T) Transfer Goal

B. (M) Enduring Understanding

C. (A) Competencies
5. The unit’s streamlined competencies are properly
clustered into Power and Supporting Competencies.
6. A budget of time and Unit Learning Calendar shows a
schedule for teaching the different competencies.
7. There is general alignment of standards,
competencies, learning goals, assessments, activities,
resources and values in the sample Unit Curriculum
Map.
8. The sample Unit Curriculum Map addresses the
various items of the 2018 revised PEAC Assessment
Instrument sections on Curriculum, Assessment.
DESIGNING A SAMPLE ONLINE UNIT LEARNING GUIDE

9. A general introduction is given about the topic.

10. The Unit Content and Performance Standards are
stated.
11. The Performance Task is in GRASPS format and shows
differentiated outputs and may be done in varied
modalities.
12. A sample output of the Performance Task is described
with a suggested Web 2.0 application.
13. The learning guide has clearly marked sections for
Explore, Firm Up, Deepen and Transfer.
14. Students’ prior knowledge is elicited through a map of
conceptual change or an online survey application
15. The Learning Competencies for Acquisition are stated
with corresponding activities and assessments.
16. The guide shows Acquisition activities with procedures
 for students to follow. The Acquisition activities use
varied strategies and applications.
17. Sample Acquisition type of formative assessments are
shown and provided in certain applications.
18. Selected response assessment items are aligned with
Acquisition competencies and follow guideline in
assessment checklist.
19. The Learning Competencies for Making Meaning are
stated with corresponding activities and assessments.
20. Varied constructed response assessment items are
aligned with Making Meaning competencies and
follow guidelines in assessment checklists.
21. Deep processing strategies for Making Meaning are
used with the help of formative assessments and
certain applications.
22. The guide provides for a process and form for guided
generalization. Several materials (articles, videos,
cases) are given for the students to analyze and make
meaning in relation to the Unit EQ and EU.
23. Activities for scaffolding students’ accomplishment of
the Performance Task are provided. Step-by-step
procedures are also given for students in the use of
Web 2.0 applications related to the Performance Task.
24. A rubric for the Performance Task is provided. The
rubric assesses the students’ skills in the transfer of
learning.
25. Writing style of particular modalities follow specific
guidelines for the modality.