2022 IN-SERVICE TRAINING 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

PROGRAM AND SCHEDULE

OBJECTIVES: At the end of the three-day program, the teachers able to:
1. Present sample curriculum maps that are based on DepEd curriculum guides and show application of streamlining and
unpacking techniques and alignment of standards, competencies, activities, assessments, resources and institutional core values
2. Present learning plans that engage students in deep learning, integrate reflective and self-directed learning and appropriate to
the chosen modality of delivery
3. Evaluate curriculum maps and learning plans with relevant items in the Curriculum, Assessment and Instruction area of the
PEAC Junior High School Certification Assessment Instrument (CAI)

SESSION TOPICS

SESSION ADDITIONAL SUBJECTS
TIME
NO. (REGULAR TRACK)
8:30-9:00 AM
1 9:00-10:00 AM -Overview of the 2022 Training
Program and Process for Additional
Track Subjects
-Orientation on INSET Workshop
Outputs and Qualification for CPD
Units
-The Challenge of Developing
Reflective and Self-Directed
Learners in the New Normal
DAY 1
ACADEMIC SUBJECTS
(REGULAR TRACK)
Preliminaries and Orientation
-Overview of the 2022 Training
Program and Process for Regular
Track Subjects
-Orientation on INSET Workshop
Outputs and Qualification for CPD
Units
-The Challenge of Developing
Reflective and Self-Directed Learners
in the New Normal
ACADEMIC SUBJECTS
(ADVANCED TRACK)
-Overview of the 2022 Training
Program and Process for Advanced
Track Subjects
-Orientation on INSET Workshop
Outputs and Qualification for CPD
Units
-The Challenge of Developing
Reflective and Self-Directed
Learners in the New Normal
 -The Mandate and Goals of the K-12
Standards-based Curriculum and its
Delivery in Different Teaching-
Learning Modalities
-School Quality Assurance through
Recertification using the PEAC
Certification Assessment Instrument
(CAI)
-Teacher as Designer, Assessor and
Facilitator in the K-12 Program
-The Preparation of a Standards-
based Curriculum Map: From
Streamlining to Unpacking and
Alignment
-Workshop: Grouping and Selection
of Topic for Training Output and
Initial Draft of Curriculum Map
10:00-10:30 AM
2 10:30-12:00 NN -Continuation of Standards-based
Curriculum Map: From Streamlining
to Unpacking and Alignment
-Using The PEAC JHS CAI Criteria for
Curriculum Maps to Evaluate School
Curriculum Maps
-Workshop: Preparing a Unit
Curriculum Map
12:00-1:00 PM
3 1:00-3:00 PM - Protocol for Designing Teaching
and Assessment of Students’
Transfer of Unit Standards and
Learning Competencies Across the
-The Mandate and Goals of the K-12
Standards-based Curriculum and its
Delivery in Different Teaching-
Learning Modalities
-School Quality Assurance through
Recertification using the PEAC
Certification Assessment Instrument
(CAI)
-Teacher as Designer, Assessor and
Facilitator in the K-12 Program
-The Preparation of a Standards-
based Curriculum Map: From
Streamlining to Unpacking and
Alignment
-Workshop: Grouping and Selection
of Topic for Training Output and
Initial Draft of Curriculum Map
BREAK
-Continuation of Standards-based
Curriculum Map: From Streamlining
to Unpacking and Alignment
-Identifying Power and Supporting
Standards
-Using The PEAC JHS CAI Criteria for
Curriculum Maps to Evaluate School
Curriculum Maps
-Workshop: Preparing a Unit
Curriculum Map
LUNCH
- Protocol for Designing Teaching
and Assessment of Students’
Transfer of Unit Standards and
Learning Competencies Across the
-The Mandate and Goals of the K-12
Standards-based Curriculum and its
Delivery in Different Teaching-
Learning Modalities
-School Quality Assurance through
Recertification using the PEAC
Certification Assessment Instrument
(CAI)
-Teacher as Designer, Assessor and
Facilitator in the K-12 Program
-The Preparation of a Standards-
based Curriculum Map: From
Streamlining to Unpacking and
Alignment
-Workshop: Grouping and Selection
of Topic for Training Output and
Initial Draft of Curriculum Map
-Continuation of Standards-based
Curriculum Map: From Streamlining
to Unpacking and Alignment
-Identifying Power and Supporting
Standards
-Using The PEAC JHS CAI Criteria for
Curriculum Maps to Evaluate School
Curriculum Maps
-Workshop: Preparing a Unit
Curriculum Map
- Protocol for Designing Teaching
and Assessment of Students’
Transfer of Unit Standards and
Learning Competencies Across the
 Learning Modalities through
Differentiated Performance Tasks
and Rubric Writing
-Writing Performance Tasks and
Expanding the Core GRASPS Design
of a Performance Task with
 Modality-based
 Inter-Subject Integration
 Design Thinking
-Characteristics of Quality Rubric
-Writing an Analytic Rubric for a
Performance Task
-Workshop: Performance Task
Design and Rubric Correction and
Preparation
3:00-3:30 PM
4 3:30-5:00 PM -Framework for Self-Directed
Learning
-Scaffolding Students’ Performance
Task Across a Unit or During
Transfer with Tic Tac Toe Board and
Performance Task Playlists
-Self-Assessment of Students’
Transfer Skills
-Workshop: Preparing a Scaffold for
Unit Performance Task
Learning Modalities through
Differentiated Performance Tasks
and Rubric Writing
-Writing Performance Tasks and
Expanding the Core GRASPS Design
of a Performance Task with
 Modality-based
 Inter-Subject Integration
-Characteristics of Quality Rubric
-Writing an Analytic Rubric for a
Performance Task
-Workshop: Performance Task
Design and Rubric Correction and
Preparation
BREAK
-Framework for Self-Directed
Learning
-Scaffolding Students’ Performance
Task Across a Unit or During Transfer
with Tic Tac Toe Board and
Performance Task Playlists
-Self-Assessment of Students’
Transfer Skills
-Workshop: Preparing a Scaffold for
Unit Performance Task
Learning Modalities through
Performance Tasks and Rubric
Writing
-Writing Performance Tasks and
Expanding the Core GRASPS Design
of a Performance Task with
 Modality-based
 Inter-Subject Integration
 Design Thinking
-Characteristics of Quality Rubric
-Writing an Analytic Rubric for a
Performance Task
-Workshop: Performance Task
Design and Rubric Correction and
Preparation
-Framework for Self-Directed
Learning
-Scaffolding Students’ Performance
Task Across a Unit or During
Transfer with Tic Tac Toe Board
Boards and Performance Task
Playlists
-Self-Assessment of Students’
Transfer Skills
-Workshop: Preparing a Scaffold for
Unit Performance Task
 DAY 2
5 8:00-9:30 AM -Protocol for Designing Teaching and -Protocol for Designing Teaching and -Protocol for Designing Teaching
Assessment of Students’ Acquisition Assessment of Students’ Acquisition and Assessment of Students’
of Unit Standards and Learning of Unit Standards and Learning Acquisition of Unit Standards and
Competencies Across the Learning Competencies Across the Learning Learning Competencies Across the
Modalities Modalities Learning Modalities
-Formulating Learning Targets for a -Formulating Learning Targets for a -Formulating Learning Targets and
Day’s Lesson Day’s Lesson WALTs for a Day’s Lesson
-Integrating Research-based -Integrating Research-based -Integrating Research-based
Strategies for Acquisition in Strategies for Acquisition in Strategies for Acquisition in
Classroom Instruction Classroom Instruction Classroom Instruction
-Online Apps Related to Acquisition- -Online Apps Related to Acquisition- -Online Apps Related to Acquisition-
type of Learning Competencies type of Learning Competencies type of Learning Competencies
-Writing Valid Selected Response -Writing Valid Selected Response -Writing Valid Selected Response
Assessment Items Assessment Items Assessment Items
-Preparing a Table of Specification -Preparing a Table of Specification -Preparing a Table of Specification
for Assessment of Student Learning for Assessment of Student Learning for Assessment of Student Learning
-Workshop: Designing Firm Up -Workshop: Designing Firm Up -Workshop: Designing Firm Up
Section of Workshop Learning Plan Section of Workshop Learning Plan Section of Workshop Learning Plan
Output Output Output
9:30-10:00 AM BREAK
6 10:00-12:00 NN -Protocol for Designing Teaching and -Protocol for Designing Teaching and -Protocol for Designing Teaching
Assessment of Students’ Meaning Assessment of Students’ Meaning and Assessment of Students’
Making of Unit Standards and Making of Unit Standards and Meaning Making of Unit Standards
Learning Competencies Across the Learning Competencies Across the and Learning Competencies Across
Learning Modalities Learning Modalities the Learning Modalities
-Shallow vs. Deep Processing of Text -Shallow vs. Deep Processing of Text -Shallow vs. Deep Processing of Text
-Making Meaning of Texts with -Making Meaning of Texts with Close -Making Meaning of Texts with
Close Reading and Claim-Evidence- Reading and Claim-Evidence- Close Reading and Claim-Evidence-
Reasoning Reasoning Reasoning
-Writing Constructed Response -Writing Constructed Response -Writing Constructed Response
Assessment Items using Claim- Assessment Items using Claim- Assessment Items using Claim-
Evidence-Reasoning Evidence-Reasoning Evidence-Reasoning
 -Workshop: Preparation of Claim-
Evidence-Reasoning
Activity/Assessment for One’s Unit
Topic
12:00-1:00 NN
7 1:00-3:00 PM -Making Meaning with Error
Correction and Open Books
-Guided Generalization
-Online Apps for Guided
Generalization
-Workshop: Preparation of Deepen
Section of Workshop Learning Plan
Output
3:00-3:30 PM
8 3:30-5:00 PM -Reflective Learning Activities in a
Unit Learning Plan
-Putting Together a Unit Learning
Plan from Explore to Transfer
following the Design Protocol
-Writing Style for Self-Instruction
Materials
-Writing Style for Online Learning
Materials
-Managing Online Class Discussions
(Synchronous/Asynchronous)
-Evaluating Learning Plans with the
PEAC CAI on Curriculum,
Assessment and Instruction
-Workshop: Putting Together
Workshop Learning Plan Output
-Workshop: Preparation of Claim-
Evidence-Reasoning
Activity/Assessment for One’s Unit
Topic
LUNCH
-Making Meaning with Error
Correction and Open Books
-Guided Generalization
-Online Apps for Guided
Generalization
-Workshop: Preparation of Deepen
Section of Workshop Learning Plan
Output
BREAK
-Reflective Learning Activities in a
Unit Learning Plan
-Putting Together a Unit Learning
Plan from Explore to Transfer
following the Design Protocol
-Writing Style for Self-Instruction
Materials
-Writing Style for Online Learning
Materials
-Managing Online Class Discussions
(Synchronous/Asynchronous)
-Evaluating Learning Plans with the
PEAC CAI on Curriculum, Assessment
and Instruction
-Workshop: Putting Together
Workshop Learning Plan Output
-Workshop: Preparation of Claim-
Evidence-Reasoning
Activity/Assessment for One’s Unit
Topic
-Making Meaning with Error
Correction and Open Books
-Guided Generalization
-Online Apps for Guided
Generalization
-Workshop: Preparation of Deepen
Section of Workshop Learning Plan
Output
-Reflective Learning Activities in a
Unit Learning Plan
-Putting Together a Unit Learning
Plan from Explore to Transfer
following the Design Protocol
-Writing Style for Self-Instruction
Materials
-Writing Style for Online Learning
Materials
-Managing Online Class Discussions
(Synchronous/Asynchronous)
-Evaluating Learning Plans with the
PEAC CAI on Curriculum,
Assessment and Instruction
-Workshop: Putting Together
Workshop Learning Plan Output

9 8:00-10:00 AM Group Workshop for Curriculum
Map, Learning Plan Output and
Assessments
10:00-10:30 AM
10 10:30-12:00 NN Continuation of Group Workshop for Continuation of Group Workshop for
Curriculum Map, Learning Plan
Output and Assessments
12:00-1:00 PM
11 1:00-4:00 PM -Presentation and Critiquing of
Workshop Outputs
-Synthesis and Closing
-Program Evaluation
N.B. Schedule subject to adjustments.
DAY 3
Group Workshop for Curriculum
Map, Learning Plan Output and
Assessments
BREAK
Curriculum Map, Learning Plan
Output and Assessments
LUNCH
-Presentation and Critiquing of
Workshop Outputs
-Synthesis and Closing
-Program Evaluation
Group Workshop for Curriculum
Map, Learning Plan Output and
Assessments
Continuation of Group Workshop
for Curriculum Map, Learning Plan
Output, Learning Calendar and
Assessments
-Presentation and Critiquing of
Workshop Outputs
-Synthesis and Closing
-Program Evaluation

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