Workshop 1:

Planning a Standards-based Learner-Centered

Instructional Plan in a Flexible Class

Flexible Instructional Delivery Plan (FIDP)

 1 CULMINATING PERFORMANCE STANDARD
Choose one from the performance standards reflected in the curriculum
guide of the subject. Consider the highest standard to be your CPS.

Oral Communication in Context Reading and Writing

1. The learner designs and performs effective
controlled and uncontrolled oral
communication activities based on context.
2. The learner writes a 250-word essay of his/her
objective observation and evaluation of the
various speakers watched and listened to.
3. The learner demonstrates effective use of
communicative strategy in a variety of speech
situations.
4. The learner proficiently delivers various
speeches using the principles of effective
speech delivery.
1. The learner critiques a chosen sample of each
pattern of development focusing on information
selection, organization, and development.
2. The learner writes a 1000-word critique of a
selected text on the basis of its claim/s, context,
and properties as a written material.
3. The learner produces each type of academic
writing and professional correspondence
following the properties of well written texts
and process approach to writing.
Goal:
2 PERFORMANCE TASK
From the identified CPS, design an authentic performance task following the GRASPS Model.

To generate an information based on the Interpreted and analyzed quantitative data set.
Role: The student acts as a medical doctor of a chosen specialization.
Audience: Teacher and classmates who act as medical specialists (Online) / Teacher (Offline)
Situation: The student is a medical doctor of a chosen specialization who happened to diagnose at least 30
similar medical cases in a month for straight three months.
Product/Performance and Purpose: To interpret, analyze, and generate information from the diagnoses made in at
least 90 similar medical cases in three months, which is presented to a group of medical specialists
of where s/he is also a member of.
Standards & Criteria for Success:

A student takes the role of a medical doctor, who by his/her specialization has
encountered more than 30 similar medical cases in a month for straight 3 months.
The patients’ medical records have to be interpreted and analyzed in order to explain
the surge of medical cases in straight 3 months.
3
MOST ESSENTIAL TOPIC
Identify the most essential topics in each content of the curriculum guide.

Oral Communication in Context Reading and Writing

3
MOST ESSENTIAL TOPIC
Identify the most essential topics in each content of the curriculum guide.
4
MOST ESSENTIAL COMPETENCIES
From the complete list of competencies, choose the most essential competencies based on
your most essential topic.
Relating General Enabling Teaching Strategies with Levels of Thinking and K U D Classification
5
FLEXIBLE ASSESSMENT ACTVITIES (FAA)
Design an appropriate Flexible Assessment Activities for each identified MET. It is possible
that 1 FAA targets 2 METS. Don’t forget to align your FAA to your PT.
5
FLEXIBLE ASSESSMENT ACTVITIES (FAA)
Design an appropriate Flexible Assessment Activities for each identified MET. It is possible
that 1 FAA targets 2 METS. Don’t forget to align your FAA to your PT.
6
FLEXIBLE LEARNING STRATEGIES (FLS)
Based on the designed assessment, plan the Flexible Learning Strategy for the identified MET.
Make sure that the planned strategy ensures learning in a flexible learning environment
 Designing the Lesson
Designing Presentation to
Why Teach? Enabling Ensure Monitoring of
Designing an Evaluation Mechanism to certify the achieved learning Designing the Most Essential Topics
Preparatory Student’s
of a student based on the standards of the course? Understanding of
(In developing the PT) Assessment
Activities the Essential
Concept(s)
Based on the Culminating (From the What What extent are the subject’s learning targets (competencies = KSA) What topic(s) What lesson(s) in Segmentation of the
Performance Standard, GRASPS enabling PAA demonstrated in the Summative Assessments (PAAs and PT)? when learned by the topic(s) lesson by focus
what will the students be technique in requires students make provide students question to allow the
able to do with what they formulating a students to Map out the criteria and How many Map out the How many them successfully the essential student recognize
have achieved in learning PT) pre- percentage distribution percent criteria and percent complete the knowledge in the ESSENTIAL
the subject? demonstrate of a successfully must the percentage must the PAA? (Helps the successfully KNOWLEDGE that
CRITERIA the criterion completed PAA relative PAA share distribution of a PT share teacher gauge completing the s/he needs to
of a (criteria) of a to the criterion/criteria in the Final successfully in the the student’s PAA? How long remember &
Successfully successfully of a successfully Grade of completed PT Final readiness to (in hours) will understand
Completed PT completed completed PT that shall the relative to the Grade of comply the each lesson be
PT? be pre-demonstrated in Student? course (subject) the criterion/criteria completed by an
the PAA. learning outcomes. Student? of the PT) average student?
What MUST be GENERALLY
assessed in the student’s
learning?
1. Retained knowledge
2. Developed skills
3. Developed attitudes
4. Combination of …
TRANSFER GOAL
“What in the long run after
completing the course can
students do on their own
with what they learned?”
PERFORMANCE SCENARIO
“What real life situation
can students put
themselves in where they
can perform the transfer
goal?”