Office

No. of
(Region / Title of Training
Days
Division)

Training-Writeshop on
Developing Gender-Sensitive 3
Summative Tests

SDO Isabela
Division Training-Workshop on
Design Thinking for K to 3 3
Math Teachers
 Division Echo Seminar-
Workshop on Designing
3
Assessment Activities for
Grades 1-12 Math Teachers.
 Provider
(RO, SDO,
Rationale LSP, SUCs,
other-pls.
specifiy)

Providing sound and gender-sensitive assessments is a key factor to support the multi-
dimensional skills of learners across learning disciplines. In like manner, the utilization of an
appropriate performance tool in consideration of the individual needs and strengths of
learners addresses misaligned performance outcomes that result in multiple learning losses
encountered in basic education. It is believed that when a teacher is trained and introduced to
various assessments strategies, especially in the development of a learner-focused,
competency-based, and gender-inclusive test, the chance of obtaining unreliable results
diminishes while leveraging the actual learners’ progress. In
consonance with this training, it is impeccable to produce test materials that will describe SDO
both learning gains and gaps that formed the basis for further policy formulation and the
provision of more needs-based training along with curriculum and instructions. This
writeshop aims at finalizing and quality assuring the developed diagnostics assessments,
specifically:
a. Develop assessment instruments in all learning areas across curriculum levels.
b. Establish high reliability and validity of all diagnostic assessment instruments through
different forms of tests and analyses.
c. Finalize all developed diagnostic assessment instruments ready for use in the field levels.
The 21st Century mathematics integrates the union of problem-solving and critical-thinking
skills as the twin goals of math education. Teaching mathematics is beyond rote
memorization that needs creative thinking and investigation and truly, design thinking in
mathematics is one of the best ways to elucidate the art and science of problem-solving using
several approaches and strategies. The integration of design thinking in classroom instruction
targets to explore the five-phase model that comprises empathizing, defining, ideating,
prototyping and testing. From this design, teachers are tasked to learn more about their
learners, their concerns, their weaknesses, and even the effectiveness of their teaching
SDO
pedagogies through the reflective method. The training is directed to deliver
mathematics curriculum in the very evolving trends in teaching math without loss of quality.
Hence, it seeks to achieve the following:
a. Familiarize teachers with the five-phase model of design thinking such as empathize,
define, ideate, prototype, and test.
b. Execute math lessons using the process of design thinking.
c. Develop unit lessons with the corresponding materials and activities aligned with the
framework of design thinking.
Many believe and we quote “mathematics is the way or language of life” which suggests that
the end goal of mathematics is to improve the quality of life rather than a portal for chaos and
misunderstanding. While curriculum planners and practitioners are desiring to uplift the
standards of mathematics instruction, some teachers are found getting below the threshold
that instead of them raising the bar of mathematical prowess, they, otherwise, became
dormant and caged in their respective comfort zones. This circumstance boils down to
mathematics as boring, irrelevant and meaningless to the lives of every individual. And so, to
cast out this mentality, there has to be a proper channel to bring math spirit alive and
resounding by gearing towards a fit and right assessment activities. Interactive assessment
instruments have been proven to increase the passion and flexibility of learners in math SDO
lessons. Its long-term effects include making meaning about how relevant learning
mathematics is on a day-to-day basis. Therefore, right in the classroom itself, teachers must
be adept at the principles of designing appropriate assessments bearing in mind the diversity
of learners.
The training is expected to fulfill the following objectives:
a. Capacitate teachers in designing assessment activities for higher learning outcomes.
b. Develop assessment activities integrating technology and other pedagogies.
c. Use assessment results to address multiple learning needs using appropriate assessment
designs.
Major Program Sub Program
 Who are the Target
Participants? (Teachers, Key Stage (if
Career Stage Year
School Leaders, Non- applicable)
Teaching)

15 teacher-writers per learning area =

120, 2 select teachers per district= 3 K to 12 2023
96, PMT/TWG=. Total = 250
K to 3 Teachers( 3Math Teachers-1
3 K to 3 2023
from each K to 3)
Grades 1- 12 Math Teachers(12 Math
3 Key Stage 1-3 2023
Teachers per legislative district)
 Total No. of
Total No. of
Participants for
Participants for
TEACHING-
TEACHING
RELATED
PERSONNEL (This
PERSONNEL (This
Amount/ group includes
Month to be group includes
Budget Teacher I-III,
Conducted School
Allocation Master Teacher I-
Head/Principals,
IV, Head Teacher,
EPS, Chiefs, ASDS,
SpEd, ALS, Special
SDS, Asst. RD, RD,
Science and other
other School
teaching personnel)
Leaders )

Mar-23 2,000,000.00 216 36

october 1,044,000.00 144 30
November 642,000.00 87 20
TOTAL

250
174
107
 Who are
the
Provider Target
(RO, SDO, Participan
Office
No. of LSP, Major Sub ts?
(Region / Title of Training Rationale
Days SUCs, Program Program (Teachers
Division)
other-pls. , School
specifiy) Leaders,
obtainin Non-
g Teaching)
unreliab
le
results
diminis
hes
while
leveragi
ng the
15
actual teacher-
learners’ writers
progress per
. learning
Training-Writeshop on area =
120, 2
Developing Gender- 3 In SDO select
Sensitive Summative consona teachers
Tests nce with per
this district=
training, 96,
it is PMT/TW
G=. Total
impecca = 250
ble to
produce
test
material
s that
will
describe
both
learning
SDO Isabel gains
 TEACHIN ts for
G TEACHIN
PERSONN G-
EL (This RELATED
group PERSONN
includes EL (This
Key Stage Month to Amount/ Teacher I- group
Career (if be Budget III, includes
Year TOTAL
Stage applicabl Conducte Allocatio Master School
e) d n Teacher I- Head/Pri
IV, Head ncipals,
Teacher, EPS,
SpEd, Chiefs,
ALS, ASDS,
Special SDS, Asst.
Science RD, RD,
and other other
teaching School
personnel Leaders )
)

3 K to 12 2023 Mar-23 ### 216 36 250