PEAC IN-SERVICE TRAINING 2022

JUNIOR HIGH SCHOOL TEACHERS

7TH RUN Dates: July 25 – 27, 2022

Track & Subject: Coach:

REGULAR SCIENCE GROUP NUMBER:

GOOGLE DRIVE LINK FOR HANDOUTS: https://drive.google.com/drive/folders/1sES0aR1JVL97e2rh3EjLDxjw-yB0rxEA?

usp=sharing
OUTPUTS FOR PRESENTATION ON DAY 3

UNIT STANDARDS AND COMPETENCIES DIAGRAM CURRICULUM MAP LEARNING PLAN

 A. WORKSHOP TOPIC PER GROUP

Workshop Topic Workshop Topic Workshop Topic

Coaches Work, Power and Energy (G8) Electricity and Magnetism (G10) Chemical Reactions (G10)

Ms. Kristine Busmion Group 1 Group 2 Group 3

Ms. Susana Grace Yalung Group 4 Group 5 Group 6

Ms. Jean Eunice Mendoza Group 7 Group 8 Group 9

Mr. Arjenniel Aguirre Group 10 Group 11 Group 12

B. TASK DELEGATION (Choose a person that can be your facilitator, drive organizer, and checklist officer. These people will help to manage the group and your output.)

ROLE NAME

1. FACILITATOR
(Person who will plan, guide, and manage the breakout room and the group to ensure that the group’s task/s are done effectively, with clear thinking, good participation and everyone is
involved.)

2. ASSISTANT FACILITATOR
(Person who will assist the facilitator in planning, guiding, and managing the breakout room and the group to ensure that the group’s task/s are done effectively, with clear thinking, good
participation and everyone is involved.)

3. DRIVE ORGANIZER
(Person in charge of managing the content of the drive. Checks that style and format conventions are followed across uploaded documents.)

4. CHECKLIST OFFICER
(Guides the group in the preparation of outputs with the various checklists as basis for quality assurance. Refers to checklist items when the group does critiquing of work in progress.)

5. ASSISTANT CHECKLIST OFFICER

(Assists the CO by ensuring that appropriate checklists are used by members in charge of preparing specific outputs.)
 TASK/S and INSTRUCTIONS
Completed
Each group member will be assigned to the following tasks to accomplish the three
Person in charge or Not Notes/Remarks
outputs. This table will also be the basis of the teachers who will received the CPD credit
units. Make sure that the teachers assigned will do their work and present the outputs on (Yes/No)
the third day.

*Unit Standards and Competencies Diagram

Sample Curriculum Map

A Acquisition parts
M Meaning Making parts
T Transfer parts

Transfer Stage with: 

a) Performance Task

Performance Task Analytic Rubric

Online Scaffold for Transfer Activities

(Scaffold 1, 2 and 3)

Student’s Formative Self Assessment

Firm-up Stage Online Acquisition Activity for selected response items

Deepen Stage Online Meaning Making Activity for the learning competency (EU) with:
a. Guided Generalization
b. Holistic Rubric

Map of Conceptual Change

Table of Specifications

Values Integration Activity

Unit Learning Plan Calendar

 C. SUMMARY OF OUTPUTS (This is a guide of the tasks that need to be accomplished per session.)

SUMMARY OF OUTPUTS PER SESSION Instructions

Streamline Competencies for Selected Unit Topic.

● Using the Curriculum Guide (2016 and MELCs 2020) classify the power and supporting
Session 1 ● Classify Power and Supporting Competencies. competencies. You may use the REAL TABLE found in OUTPUT 2 document in your folder.
(streamlining) ● Once done, you need to classify and sequence unit competencies according to AMT (Acquisition,
● Classify and Sequence Unit Competencies according
Make Meaning, and Transfer) learning goals. The table is also found in the same document.
to A-M-T Learning Goals.

Unpack Streamlined Competencies.

● Draft Curriculum Map of Selected Topic showing
Session 2 Aligned Standards, Competencies, Assessments,
Activities, Resources and Values.
(Unpacking and
aligning) ● Assess Curriculum Map Draft with PEAC Certification
Assessment Tool
● Unit Calendar of Competencies
● Using the Curriculum Guide, draft the Curriculum Map of the Selected Topic showing aligned
Standards, Competencies, Assessments, Activities, Resources, and Values.
● Follow the instruction written in each column for you to be guided on what should be placed in the
Curriculum Map.
● Make sure to assess your Curriculum Map draft with PEAC Certification Assessment Tool.
● Once done, you may work on the Unit Calendar of Competencies.

Unpack Transfer Goal You will only work on the assigned Performance Task to your group. Please see table below.
● Performance Task GRASPS (1 product).
● Performance Task GRASPS (differentiated products). Assigned PERFORMANCE TASK sample for each group.

Session 3 ● Performance Task GRASPS (modality-based 2 Subjects Integrated with

products). Differentiated Products Modality-Based Products
common products
(Transfer and
PT) ● Performance Task GRASPS (2 subjects integrated with Group 1 Group 2 Group 3
common product).
Group 4 Group 5 Group 6
● Performance Task Analytic Rubric.
Group 7 Group 8 Group 9

Group 10 Group 11 Group 12

● Complete Scaffold for Transfer template.

Session 4
● Sample Performance Task Self-Assessment
(scaffold and
rubric for PT) ● Transfer section of EFDT Learning Plan (consolidation
of Workshop Outputs of Sessions 3 and 4)
 Review Alignments in Acquisition Section of Curriculum Map
and Update
Draft Sample Firm Up section of Learning Plan covering
Session 5 Acquisition (see template) that includes the following:
(Acquisition
activities and ● Sample Learning Targets for Acquisition
assessments) ● Sample Activities and Strategies for Acquisition
● Selected Web 2.0 Apps for Strategies
● Sample Selected Response Test Items

Update Make Meaning part of Curriculum Map You will only work on the assigned C-E-R to your group. Please see table below.
● Sample C-E-R Table Activity/Assessment.
● Sample C-E-R with Pear Deck. Assigned C-E-R Sample for each group.
● Sample C-E-R with Insert Learning. C-E-R Table
CER with Pear Deck CER with Insert Learning
Session 6 Activity/Assessment

(Make-meaning Group 1 Group 2 Group 3

assessments
Group 4 Group 5 Group 6
and activities)
Group 7 Group 8 Group 9

Group 10 Group 11 Group 12

Session 7 Review Alignment in Make Meaning part of Curriculum Map

(EQ, EU and ● Draft Sample Make Meaning section of Learning Plan
GG) that includes the following:
● Essential Question and 3 or more
Texts/Situations/Problems for Guided Generalization
● Unit Guided Generalization template (blank and
completed versions showing Enduring Understanding)
 ● Sample Error Correction Activities or Assessments

Session 8 Review Alignments in Unit Curriculum Map.

(Learning Plan) Sample Unit Learning Plan in line with school’s modality.

D. 2022 INSET for Junior High School Teachers (Online)

THEME: Engaging Students to be Reflective and Self-Directed Learners in their Achievement of the K-12 Learning
Outcomes in the New Normal
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)

2 1
3 Partially
LEVELS OF PROFICIENCY Evident and Evident and Not
Satisfactorily Partially
Done Evident
Satisfactorily
Done

DESIGN OF A STREAMLINED UNIT CURRICULUM MAP

1. The Learning Competencies are unpacked and classified according to the following learning goals:

A. (A) Acquisition Learning Goal

B. (M) Make Meaning Learning Goal

C. (T) Transfer Learning Goal

2. There is a general horizontal alignment of standards, competencies, learning goals, assessments, activities, resources and
values in the sample Unit Curriculum Map. The alignment is also indicated by the consistent coding of items across the map.

3. The sample Unit Curriculum Map addresses the various items of the 2018 Certification Assessment Instrument (CAI) sections
on Curriculum, Assessment.

4. There is a vertical progression of learning competencies in the curriculum map from Acquisition to Make Meaning and Transfer.

DESIGNING A SAMPLE UNIT LEARNING GUIDE

5. A general introduction is given about the topic.

6. The Unit Content and Performance Standards are stated.

7. The Learning Guide has clearly marked sections for Explore, Firm Up, Deepen and Transfer.

8. Students’ prior knowledge is elicited in the Explore section through a map of conceptual change or an online survey
application.

9. The Learning Competencies and Learning Targets for Acquisition are stated.

10. The guide shows a Firm Up section having Acquisition activities with procedures for students to follow. The Acquisition activities
use varied strategies and applications.

11. The Learning Competencies and Learning Targets for Making Meaning in the Deepen section are stated.

12. The Learning 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.

13. The Learning Competencies and Learning Targets for Transfer section are stated.

14. 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.

15. The Performance Task is stated in GRASPS format and shows any of the following: integration with other subjects or
differentiated outputs that may be done in line with different modalities.

16. A sample output of the Performance Task is described with a suggested Web 2.0 application.

17. A rubric for the Performance Task is provided. The rubric assesses the students’ skills in the transfer of learning.