2023 In-Service Training for Senior High School Teachers

Mapping of Required Skills to develop Among SHS Graduates

Expected Preparatory Skills of SHS Graduates who Exits

Expected Skills of SHS Graduates
to :

Higher Middle Level

In Context with the VUCA World Based on the SHS Program Learning Outcomes Entrep. Employment
Education Skill Dev’t.
Communication skills needed to get on and Communication (Communication) Produce all forms of texts
& interpersonal work with other people, and and Technology based on:
particularly to transfer and a. solid grounding on Philippine
receive messages either in experience and culture;
writing or verbally. b. An understanding of the self,
community and nation;
c. Application of critical and
creative thinking and doing
processes;
d. Competency in formulating
ideas/arguments logically,
scientifically, and creatively;
and / / / /
e. Clear appreciation of one’s
responsibility as a citizen of a
multicultural Philippines and
a diverse world.
(Technology) Work comfortably with relevant
technologies and develop adaptations and
innovations for significant use in local and
global communities
(Communication & Technology) Communicate
with local and global communities with
proficiency orally, in writing, and through new
technologies of communication
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 2023 In-Service Training for Senior High School Teachers

Expected Preparatory Skills of SHS Graduates who Exits

Expected Skills of SHS Graduates
to :

Higher Middle Level

In Context with the VUCA World Based on the SHS Program Learning Outcomes Entrep. Employment
Education Skill Dev’t.
Decision- skills required to understand Problem Interact meaningfully in a social setting and
Problem-
making and problems, find solutions to Solving contribute to the fulfillment of individual and Planning,
solving &
problem- them, alone or with others, shared goals, respecting the fundamental / Organizing, /
Self-
solving and then take action to humanity of all persons and the diversity of Initiative
management
address them. groups and communities
Creative the ability to think in Thinking Systematically apply knowledge,
thinking and different and unusual ways understanding, theory, and skills for the
critical thinking about problems, and find development of the self, local, and global
new solutions, or generate communities using prior learning, inquiry, and Creative Creative
/ /
new ideas, coupled with the experimentation Thinking thinking
ability to assess information
carefully and understand its
relevance.
Self-awareness Being key parts of emotional    
and empathy intelligence, describe
understanding yourself and
Risk Taking
being able to feel for other Research Teamwork Technical
Leadership
people as if their
experiences were
happening to you.
Assertiveness skills needed to stand up for    
and equanimity yourself and other people,
Risk-taking Problem-solving
(or self-control) and remain calm even in the Research Teamwork
leadership Technical
face of considerable
provocation.

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Resilience and the ability to recover from     Problem-

Problem- Problem-
ability to cope setbacks, and treat them as solving Problem-solving
solving solving
with problems opportunities to learn, or Self- Technical
Research Leadership
simply experiences. management

Template for Workshop 1 (Experiencing the Process of Determining and Addressing Students’ Learning Loss)

Most Essential Topics of What content- What questions best Organize these
___(Core Subject Name)____ Key Areas of Life Skills (WHO, 1999) knowledge must assess the MET’s questions as the
have been prerequisite content- subject’s
Communication Decision- Creative Self- Assertiveness Resilience mastered by knowledge to gauge the diagnostic test.
& Interpersonal making & awareness & Equanimity & Coping students before readiness of a student
Relationship & Critical & with engaging into in developing the life Provide answer
Problem- Thinking Empathy Problems the MET? skill(s) aimed in key and score
solving teaching the MET? guide.

1. Tabular and / / / Basic Concepts

Graphical of Statistics
Presentation of
Data
2. Mean, Median, / / / Ungrouped and
Mode, and Grouped Data
Standard
Deviation Concept of
Summation
Notation n
3. Random / / / Fundamental 1. How many Answer:
Variable counting 4-digit 4(4)(3)(2) is 96
principle and numbers
factorial can be
notation. formed
using the
digits
0,2,3,5,
and 8 if
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repetition
of digits is
not
allowed?
4. Mean and / / / Probability 1. What is the Answer :
Variance of mean outcome 1. 3.5
Random if a pair of die
Variables is rolled once?
2.
5. Characteristics / / / Discrete and 1. What is the Answer:
of Normal continuous area of the 1. thus, the
Random random variable score in a area of
Variable normally the
distributed scores
data that one more
standard than one
deviation standard
above the deviation
mean? above
2. In a normal the
distributed mean is
scores with 0.1587.
µµ=24.7 and 2. the area
ơ=4.1, what is between
the area of the 28.8 and
normal curve 32.9 is
between 28.8 0.1359.
and 32.9?
6. Normal / / / / / / Properties of Direction: Answer key:
Distribution to Normal Identify the 1. the mean,
Standard Distribution statement below median,
Normal and provide the and mode
Distribution correct answer. are equal
1. What are 2. Bell-shaped
characteristics curve
having the TRUE OR FALSE
properties of 1. TRUE
Normal 2. TRUE
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Distribution? 3. FALSE
2. Which is other 4. FALSE
name for the 5. TRUE
normal
distribution?
Direction: True or
False. Read each
statement below
carefully. Write
TRUE if the
statement is
correct, otherwise.
FALSE on the space
provided before
each number. If the
statement is False,
underline the
word(s) that make
it wrong. (1 point
each)
1. The shape and
position of a
normal distribution
curve depends on
two parameters,
the mean, and the
standard deviation.
2. The curve of the
normal distribution
extends indefinitely
at the tails.
3. The shape of the
normal probability
distribution is
symmetric about
the median.
4. The mean affects
both the width and

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the height of the

curve.
5. The area under the
normal curve is 1.
7. Sampling / / /
Techniques
8. Point and / / /
Interval
Estimation of
Population
Mean

9. Fundamental / / /
Concepts in
Hypothesis
Testing

10. t – test / / / Fundamental Which of the following Answer:

Concepts in will produce a correct  D
Hypothesis decision?  D
Testing a. Rejecting a
false
hypothesis
b. Rejecting a
true null
hypothesis
c. Failure to
reject a false
hypothesis
d. Failure to
reject a true
null hypothesis
If a result is said to be
significant at 5% level,
what does it mean?
a. The null
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hypothesis
is 5% true.
b. The null
hypothesis
is 5%
incorrect.
c. We full to
reject the
false null
hypothesis
5% of the
time.
d. There is a
5%
probability
that a true
null
hypothesis
is
rejected.
11. Correlation / / / / / / Fundamentals of Direction: Write letter Answer Key:
Analysis Hypothesis of the correct answer 1. A.
Testing based on the choices 2. A
given below. 3. B
A – If both statements 4. C
are true 5. C
B - If both statements
are false
C – If statement 1 is
true and statement 2 is
false.
D - If statement 1 is
false and statement 2 is
true.

1. Statement 1: The
null hypothesis
always shows

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inequality
Statement 2: the
null hypothesis is
the hypothesis to be
tested.
2. Statement 1: if the
test statistic is
greater than the
critical value, then
reject the null
hypothesis.
Statement 2: if the
critical value is
greater than test
statistic, then fail to
reject the null
hypothesis.
3. Statement 1: The
first step in
hypothesis testing is
determining the
level of significance.
Statement 2: the
last step in
hypothesis testing is
formulating the
hypothesis.
4. Statement 1: the
level of significance
of 5% means 95%
confidence level.
Statement 2: the
level of significance
can be a negative
percentage.
5. Statement 1:
Hypothesis plays a
significance role in

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hypothesis testing.
Statement 2: there are
4 types of hypotheses
in hypothesis testing.
12. Regression / / /
Analysis

Template for Workshop 2 (Designing an Intradisciplinal Performance Task (that is reflective of the four exits of the K to 12 program in a VUCA world context to ensure
SHS students’ analytical capabilities and capacities in addressing problems of the future)

Expected Output:
INTRAdisicplinary Performance Task
GOAL: To interpret the mean, variance, and standard deviation of real-life situation involving sampling distribution of the sample means.
ROLE: Student – surveyor and Data analyst
AUDIENCE: Classmates
SITUATION: Assigned to conduct a survey on the age of at least five of your classmates, considering a sample size of 2 that can be drawn from this population.
PERFORMANCE/PRODUCT: List all possible sample and the corresponding means; Construct the sampling distribution of the sample means; Compute mean,
variance, and standard deviation of the sampling distribution of sample means. Outputs are in the form of powerpoint presentation and write-up printed.
STANDARDS: The output must meet the following standard (1) the sampling distribution of the sample mean id presented in tabular form, (2) the computation is
presented with a complete solution.
Transfer Goal The learner on their own and in the long What skills to champion in List of Skills to champion in teaching the
What in the long run run will be able to collect, present, teaching the subject are measured subject
after SHS can students compute and interpret data connected (?)… (Must speak of the nature of the discipline
do on their own with to real-life sitauion involving sample 1. ______________________ of the subject)
what they learned?” distribution of sample mean. _
2. ______________________
_
3. ______________________
_
Performance Scenario The grade 11 students are assigned to … when a student after graduating List of Preparatory Skills of the 4Exits of
conduct a survey on the age of at least in the SHS: the K to 12 Program
What real life situation five of their classmates considering a
can students put sample size if 2 that can be drawn from  proceeds to college? Communication, Thinking, Problem-
themselves in where the population. They are required to
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they can perform the submit the powerpoint presentation of solving, Research
transfer goal?” the sampling distribution in tabular form
and printed write-up on the complete  puts up own business? Communication, Creative Thinking
solution of the mean, variance, and Problem-solving, Risk-taking Leadership
standard deviation of the data. The said
output will be presented and discussed to  is employed in any Communication Planning, Organizing, and
the whole class. institution? Initiative Problem-solving & Self-mgt.,
Learning, Teamwork

Communication, Creative Thinking,

 proceeds to technical- Problem-solving
vocational programs? Technical

Commonalities of “Champion Skills” of SHS Core Subjects

SKILLS from the 6 KEY AREAS OF LIFE SKILLS (WHO, 1999)that are to CHAMPION in Teaching the SHS Core Subject
(the teaching of ALL METs aims to develop the skills among SHS Learners)
Core Subject Communication &
Decision-making & Creative & Critical Self-awareness & Assertiveness & Resilience & Coping
Interpersonal
Problem-solving Thinking Empathy Equanimity with Problems
Relationship

Earth Science / / /

Life Science / / /

English (Reading & Writing) / / / / /

English (Oral Com) / / /

Filipino (Pagbasa at Pagsusuri ng Iba’t

/ /
ibang Teksto tungo sa Pananaliksik)

Filipino (Komunikasyon at Pananaliksik

/ / / /
sa Wika at Kulturang Pilipino)

General Mathematics / / /

Media Information Literacy / /

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Personal Development / / / /

Philosophy / / /

Physical Science / / /

P.E. /

Statistics & Probability / / /

21st Century Literature / / /

UCSP / / / /

Templates for Workshop 3 (Translating an Intradisciplinal Performance Task into Multi- and Inter- disciplinal Performance Tasks

MULTIdisciplinal Performance Task

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

Transfer Goal is the same with that of the

INTRAdisciplinal Performance Task

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Performance scenario maintains the inclusion of the

4 exits of the K to12 Program but MUST be analyzed
and solved in 3 or more lenses (i.e., using the
theories, concepts, and methods of each discipline)

INTERdisciplinal Performance Task

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
____________________

Transfer Goal is the same with that of the

INTRAdisciplinal Performance Task

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Performance scenario maintains the inclusion of

the 4 exits of the K to12 Program but MUST be
analyzed and solved in 3 or more lenses (i.e., using
the theories, concepts, and methods of each
discipline)

Template for the Cross-core subjects Workshop

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MULTI-INTERdisciplinal Performance Task

_________________________________________________________________________________________________________________________________________
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_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________

Transfer Goal is the same with that of the

INTRAdisciplinal Performance Task

Performance scenario maintains the

inclusion of the 4 exits of the K to12
Program but MUST be analyzed and solved
in 3 or more lenses (i.e., using the theories,
concepts, and methods of each discipline)
and by utilizing the methods of different
disciplines

LEGEND ACTION (OUTPUTS IN 4 EXITS) CONTEXT STANDARDS

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