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

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technologies of communication

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 Research Risk-taking Teamwork Problem-solving
and equanimity yourself and other people, leadership Technical
(or self-control) and remain calm even in the

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face of considerable
provocation.
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 Organize these

Earth and Life Science Key Areas of Life Skills (WHO, 1999) knowledge must have best assess the questions as
been mastered by MET’s the subject’s
Communicatio Decision- Creative Self- Assertivenes Resilienc students before prerequisite diagnostic test.
n& making & awarenes s& e& engaging into the content-
Interpersonal & Critical s& Equanimity Coping MET? knowledge to Provide answer
Relationship Problem Thinkin Empathy with gauge the key and score
-solving g Problems
readiness of a guide.
student in
developing the
life skill(s) aimed
in teaching the
MET?
1. Uniqueness of / / / Internal Structure of How does the
the Earth the Earth (G10) internal structure
of the earth
affect the life on
earth?
2. Earth and Earth / / /  Ecosystem How does
Systems (G8) ecosystem
 Water Cycle support life on
(G8) earth?

How does the

system of water

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cycle work?

/ / / Substances and How can you

3. Minerals and Mixtures (G7) differentiate
rocks substances from
mixtures?
4. Exogenic / / / How are soils
Processes  Chemical formed and
Bonding (G9) determined?
 Philippine How do
environment weathering and
(G7) erosion change
 Rocks and Earth’s surface?
Minerals
(G11)
5. Endogenic / / /  Earthquakes How do
Processes and Faults earthquakes and
(G8) faults provide
 Plate information
Tectonics about the
(G10) interior of the
 Rocks and earth?
Minerals How do volcanic
(G11) eruptions and
earthquakes
move and shake
the rocks of the
Earth?
6. Deformation of / / /  Volcanoes How do you
the Earth’s (G10) describe the
Crust  Plate internal structure
Tectonics of the Earth?
(G10)
7. History of the / / / Different Layers of How does plate
Earth Rocks (G11) tectonics affect
the formation of
rocks and layers
of rocks?

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8. Geologic / / / / /  Plate Why do plates

Processes and Tectonics move?
Hazards (G10)
 Biodiversity
and Evolution
(G10)
9. Hydro- / / / / /  Plate How does
meteorological Tectonics human activities
phenomena (G10) affect the
and Hazards  Interaction in atmosphere?
the
Atmosphere
(G10)

10. Marine and / / / / /  Understanding How does land

coastal Typhoon (G8) and sea breezes,
Processes and  Interactions in monsoons and
their effects the intertropical
Atmosphere convergence
(G7) zone occur?

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MODIFIED TABLE OF SPECIFICATIONS

No. Key Areas of Life Skills (WHO, 1999)

No Self-
Most Essential Topics of Earth and of Communicati Decision-
% . of Creative awaren Assertivene Resilience &
Life Science hour on & making &
distribution ite & Critical ess & ss & Coping with
s Interpersonal Problem-
Thinking Empath Equanimity Problems
ms Relationship solving
y
1. Uniqueness of the Earth
2 5 1 1 1 1
2. Earth and Earth Science
4 10 2 2,3 2,3 2,3

2 5 1 4 4 4
3. Minerals and rocks
4. Exogenic Processes
2 5 1 5 5 5
5. Endogenic Processes
4 10 2 6, 7 6, 7 6,7
6. Deformation of the Earth’s
Crust 2 5 1 8 8 8

7. History of the Earth

6 15 3 9, 10, 11 9, 10, 11 9, 10, 11
8. Geologic Processes and
12, 13, 12, 13,
Hazards 6 15 3 12, 13, 14 12, 13, 14 12, 13, 14
14 14
9. Hydro-meteorological 6 15 3 15, 16, 17 15, 16, 17 15, 16, 15, 16, 15, 16, 17
phenomena and Hazards 17 17
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10. Marine and coastal

18, 19, 18, 19,
Processes and their effects 6 15 3 18, 19, 20 18, 19, 20 18, 19, 20
20 20

40 100 20 20 20 20 9 9
TOTAL
Highest Highest Highest

Earth and Life Science

Diagnostic Test
Direction: Circle the letter of the option that corresponds to your answer.
1. How does plate tectonic shaped the earth to make it habitable?
A. It formed continents we lived on. It brought down water into the Earth when they sub duct and much water is released in volcanic
eruption.
B. Plate Tectonic activity has nothing to do with Earth’s formation.
C. It forms mountains which affect our climate.
D. Choices A and C are correct.

2. Based on the given diagram, which of the following is true about the flow of energy in the ecosystem?

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A. The energy flow takes place via the food chain and food web.
B. Plants absorb sunlight with the help of the chloroplast and transformed into chemical energy in the process of photosynthesis.
C. Only statement B is true.
D. A & B are true.

3. The following are the effects of gravity to the water cycle EXCEPT ______________.
A. Gravity helps the precipitation of water.
B. Gravity pulls denser air and eater downward, forcing less dense air and water to move upward.
C. Gravity aids the absorption of water through the soil.
D. Gravity causes water to flow downward on land.

4. Which of the following is a property of pure substance?

A. It can be categorized as homogeneous and heterogeneous
B. Its chemical and physical properties may vary.
C. It is made up of several substances that are not chemically bonded.
D. It can be categorized as gas, liquid and solid.

5. What type of weathering is evident when a rock breaks air enters the crack, and oxygen combines with some elements such as
iron to produce iron oxide which will cause brittleness and peeling off?
A. biological B. chemical C. mechanical D. physical
6. What type of rocks are formed through the cooling and solidification of magma?
A. sedimentary C. extrusive igneous
B. metamorphic D. intrusive igneous

7. Why was the discovery of no rocks older than 2 billion years old on the ocean floor so important?
A. This evidence proved that the rocks on the seafloor were older than rocks on continents.
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B. This evidence proved that new seafloor features are constantly being added due to continental drift.
C. This evidence proved that new seafloor features are constantly being added due to reversals of Earth's magnetic field.
D. This evidence proved that new seafloor features are constantly being added due to seafloor spreading.

8. What two factors control the explosiveness of an eruption?

A. the amount of water vapor and silica in the magma
B. the time of year and current weather conditions
C. the amount of gases and pressure within Earth's crust
D. the pressure within Earth and plate movement

9. Rock layers tell a story about their past. What is the basic assumption that is made when reading the story?
A. The composition of the Earth’s atmosphere has been constant.
B. The processes of the rock cycle were the same in the past as they are today.
C. Chemical reactions in the past work slower than they are today.
D. Earth’s crust cooled and re-melted before the rock layers began to form.

10. The following diagram shows a fold in which the rock layers are folded downward, with the limbs dipping down toward the axis
of the fold. What is this type of fold called?

A.syncline B. overtuned fold C. dip-slip fault D. normal fault

11. The following diagram shows a fold which has been pushed more strongly from one side so that the limbs dip in the same
direction. What is this type of fold called?
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A.syncline B. overtuned fold C. dip-slip fault D. normal fault

12. How volcanoes were formed?

A. When an oceanic plate diverges with a continental plate.
B. When a continental plate converges with another continental plate.
C. When an oceanic plate slides part with a continental plate.
D. When a continental plate diverges with another continental plate.

13. The following are possible outcomes when earthquakes happen, EXCEPT ______________.
A. landslide C. volcanic eruption
B. tsunami D. typhoon

14. Elsa lives near Mayon volcano in Albay. Her parents are not around and left her along with her other three younger siblings.
Suddenly, the MDRRMC announces that they have to evacuate their place because the Mayon Volcano show signs of pre-volcanic
eruption. Which of the following would Elsa do BEST?

A. Elsa will wait for her parents to arrive.

B. Elsa will grab their emergency bag and evacuate their place together with her younger siblings.
C. Elsa will evacuate without bringing her younger siblings.
D. Only and B and C are correct.

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15. Why is Philippines prone to earthquake and volcanic eruptions?

A. Because Philippines is situated in the Pacific Ring of Fire.

B. Because Philippines is a tropical country.
C. Because Philippines is rich natural resources.
D. All of the above.

16. The newly wed Tanggol and Mokang are looking for a place to build a house. What are the things that they should consider and
do best?

I. They must consult to municipality and engineering office to determine the hazard areas.
II. They must secure permit from the municipality.
III. They must consider their budget.
A. I only
B. II only
C. III only
D. I, II, and III

17. Is climate change a man-made phenomenon, and why?

A. No, because climate change is a natural phenomenon.

B. Yes, because it harms people.
C. Yes, because majority of human activities have led to rapid increase of pollution and greenhouse gases in the atmosphere that
cause global warming.
D. No, because human has nothing to do with climate change.

18. During the super typhoon, who is responsible in informing and declaring to evacuate and suspend work and classes in the
community?

A. RHU- Rural Health Unit

B. DSWD
C. MDRRMC
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D. DPWH

19. What preparations are needed upon knowing that typhoon will hit your place.
I. Listen to the radio or TV to gather information about the typhoon.
II. Prepare emergency kit and bags if they are needed to evacuate.
III. Monitor the latest severe weather updates even by PAGASA.

A. I only
B. II only
C. I and II
D. I, II, and III

20. A typhoon just hit your municipality. After crisis, you are instructed not to return to your respective houses and to remain in the
evacuation center until further notice. Why do you think you are instructed this way?
I. Because you have to consume the ration provided to your family.
II. Because the MDRRMC need to survey and secure the safety of your area.
III. Because the barangay captain was not able to give your ration yet.

A. I only
B. II only
C. III only
D. I and II only

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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: Goal, Role, Audience, Situation, Product, Standards

INTRAdisicplinary Performance Task

You are an intern of the Disaster Risk Reduction Management in your municipality who is tasked to conduct a natural hazard assessment in the local
community which is located in the fault line. You are expected to prepare an Earthquake Preparedness Plan to be presented before a panel of experts
from MDRRMC. Moreover, you are tasked to prepare a survey questionnaire to be distributed to the community to assess their knowledge and
misconceptions about earthquakes and what to do before, during, and after an earthquake. Furthermore, the gathered information will be curated and
utilized to create an Earthquake Preparedness Plan to be presented to community leaders and members through a symposium. Your outputs will be
evaluated based on the clarity and manner of delivery and interpersonal skills, expressions of self-awareness and empathy to all whom the group
work with, showcase of resilience and adaptability to cope problems creative and critical thinking .
Transfer Goal The learners will be able to express What skills to champion in List of Skills to champion in teaching the
What in the long run themselves confidently so that they are teaching the subject are measured subject
after SHS can students able to; (a) Showcase in-depth (?)… Self-awareness and empathy,
do on their own with understanding of their community’s 1. Self-awareness and communication skills and interpersonal
what they learned?” knowledge about earthquake and things empathy, communication skills
to do before, during and after an skills and interpersonal Decision making and problem solving.
earthquake to aid their misconceptions Creative thinking and critical thinking.
skills (Showcase in-depth
about it (self-awareness and empathy, Resilience and ability to cope with
understanding of their
communication skills and interpersonal problems self-awareness and empathy
skills). (b) Acknowledge the problem in community’s knowledge
the society on earthquake awareness and about earthquake and
readiness through conducting a survey things to do before, during
(decision making and problem solving). and after an earthquake to
(c) Design and create an earthquake aid their misconceptions
preparedness plan to support and about it)
strengthen the capability of the 2. Decision making and
community in terms of earthquake problem solving.
awareness and readiness (Creative (Acknowledge the problem
thinking and critical thinking). (d) in the society on
Encourage the community leaders and earthquake awareness and
members to uphold unity and sensitivity
readiness through
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Performance Scenario
What real life situation
can students put
themselves in where
they can perform the
transfer goal?”
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especially to those affected by
earthquake (resilience and ability to cope
with problems self-awareness and
empathy)
You are an intern of the Disaster Risk … when a student after graduating
Reduction Management in your in the SHS:
municipality who is tasked to conduct a
natural hazard assessment in the local
community which is located in the fault
line. You are expected to prepare an
Earthquake Preparedness Plan to be
presented before a panel of experts from
MDRRMC. Moreover, you are tasked to
prepare a survey questionnaire to be
distributed to the community to assess
their knowledge and misconceptions
about earthquakes and what to do
before, during, and after an earthquake.
Furthermore, the gathered information
conducting a survey).
3. Creative thinking and
critical thinking. (Design
and create an earthquake
preparedness plan to
support and strengthen the
capability of the
community in terms of
earthquake awareness and
readiness)
4. Resilience and ability to
cope with problems self-
awareness and empathy.
(Encourage the community
leaders and members to
uphold unity and sensitivity
especially to those affected
by earthquake).
List of Preparatory Skills of the 4Exits of
the K to 12 Program
 proceeds to college? Communication, Thinking, Problem-
The task will equip the students solving, Research
with the necessary knowledge
Communication, Creative Thinking
and skills to proceed to higher Problem-solving, Risk-taking Leadership
education like communication,
research, problem-solving, Communication Planning, Organizing, and
collaboration, and creative Initiative Problem-solving & Self-mgt.,
thinking skills. Learning, Teamwork
Communication, Creative Thinking,
 puts up own business? Problem-solving
The task will equip the students Technical
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 2023 In-Service Training for Senior High School Teachers
will be curated and utilized to create an
Earthquake Preparedness Plan to be
presented to community leaders and
members through a symposium. Your
outputs will be evaluated based on the
clarity and manner of delivery and
interpersonal skills, expressions of self-
awareness and empathy to all whom the
group work with, showcase of resilience
and adaptability to cope problems
creative and critical thinking.
15
to become an entrepreneur
with the following qualities:
risk-taker, leader, problem-
solver, creative thinker,
innovative, and knows how to
manage resources.
 is employed in any
institution?
The task will equip students to
work in a certain company or
institution who show
leadership, problem-solving
skill, initiative, teamwork,
competence, commitment,
perseverance, and dedication.
 proceeds to technical-
vocational programs?
The task will equip students to
pursue technical-vocational
courses with creative thinking
skills, technical skills,
innovation, collaboration, and
decision-making skills.
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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 / /

Personal Development / / / /

Philosophy / / /

Physical Science / / /

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P.E. /

Statistics & Probability / / /

st
21 Century Literature / / /

UCSP / / / /

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

MULTIdisciplinal Performance Task Goal, Role, Audience, Situation, Product, Standards

You are a team of interns composed of different professionals: Professional Fitness Coach, Environmental Scientist, Physicist, Financial Analyst, and
Statistician of the Disaster Risk Reduction Management in your municipality who are tasked to conduct a natural hazard assessment in the local
community. You are expected to prepare an Earthquake Preparedness Plan to be presented before a panel of experts from MDRRMC. Moreover, you are
tasked to prepare a survey questionnaire to be distributed to the community to assess their knowledge and misconceptions about earthquakes and what
to do before, during, and after an earthquake. Furthermore, the gathered information will be curated and utilized to create an earthquake preparedness
plan to be presented to community leaders and members through a symposium. Your outputs will be evaluated based on the clarity and manner of
delivery and interpersonal skills, expressions of self-awareness and empathy to all whom the group work with showcase of resilience and adaptability
to cope problems creative and critical thinking.
The learners will be able to express themselves confidently so that they are able to; (a) Showcase in-depth
understanding of their community’s knowledge about earthquake and things to do before, during and after an
earthquake to aid their misconceptions about it (self-awareness and empathy, communication skills and
interpersonal skills). (b) Acknowledge the problem in the society on earthquake awareness and readiness
Transfer Goal is the same with that of
through conducting a survey (decision making and problem solving). (c) Design and create an earthquake
the INTRAdisciplinal Performance Task
preparedness plan to support and strengthen the capability of the community in terms of earthquake
awareness and readiness (Creative thinking and critical thinking). (d) Encourage the community leaders and
members to uphold unity and sensitivity especially to those affected by earthquake (resilience and ability to
cope with problems self-awareness and empathy)
Performance scenario maintains the
inclusion of the 4 exits of the K to12 You are a team of interns composed of different professionals: Professional Fitness Coach, Environmental
Program but MUST be analyzed and Scientist, Physicist, Financial Analyst, and Statistician of the Disaster Risk Reduction Management in your
solved in 3 or more lenses (i.e., using the municipality who are tasked to conduct a natural hazard assessment in the local community. You are

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expected to prepare an Earthquake Preparedness Plan to be presented before a panel of experts from
MDRRMC. Moreover, you are tasked to prepare a survey questionnaire to be distributed to the community to
assess their knowledge and misconceptions about earthquakes and what to do before, during, and after an
theories, concepts, and methods of each earthquake. Furthermore, the gathered information will be curated and utilized to create an earthquake
discipline) preparedness plan to be presented to community leaders and members through a symposium. Your outputs
will be evaluated based on the clarity and manner of delivery and interpersonal skills, expressions of self-
awareness and empathy to all whom the group work with showcase of resilience and adaptability to cope
problems creative and critical thinking

INTERdisciplinal Performance Task Goal, Role, Audience, Situation, Product, Standards

You are an intern of the Disaster Risk Reduction Management in your municipality who is tasked to conduct a natural hazard assessment in the local
community. You are expected to prepare an Earthquake Preparedness Plan to be presented before a panel of experts from MDRRMC. Moreover, you are
tasked to prepare a survey questionnaire to be distributed to the community to assess their knowledge and misconceptions about earthquakes and what
to do before, during and after an earthquake. Furthermore, the gathered information will be curated and utilized to create an earthquake preparedness
plan to be presented to community leaders and members through a symposium. Your outputs will be evaluated based on quality of literature used (21st
century), accuracy of the information (MIL), the clarity and manner of delivery and interpersonal skills (English & Filipino), data-driven decision making
and problem solving (Stat & Prob) , and expressions of self-awareness and empathy to all whom the group work with showcase of resilience and
adaptability to cope problems creative and critical thinking.

The learners will be able to express themselves confidently so that they are able to; (a) Showcase in-depth
understanding of their community’s knowledge about earthquake and things to do before, during and after an
earthquake to aid their misconceptions about it (self-awareness and empathy, communication skills and
interpersonal skills). (b) Acknowledge the problem in the society on earthquake awareness and readiness
Transfer Goal is the same with that of
through conducting a survey (decision making and problem solving). (c) Design and create an earthquake
the INTRAdisciplinal Performance Task
preparedness plan to support and strengthen the capability of the community in terms of earthquake
awareness and readiness (Creative thinking and critical thinking). (d) Encourage the community leaders and
members to uphold unity and sensitivity especially to those affected by earthquake (resilience and ability to
cope with problems self-awareness and empathy)

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
18
You are an intern of the Disaster Risk Reduction Management in your municipality who is tasked to conduct a
natural hazard assessment in the local community. You are expected to prepare an Earthquake Preparedness
Plan to be presented before a panel of experts from MDRRMC. Moreover, you are tasked to prepare a survey
questionnaire to be distributed to the community to assess their knowledge and misconceptions about
earthquakes and what to do before, during and after an earthquake. Furthermore, the gathered information
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 2023 In-Service Training for Senior High School Teachers

will be curated and utilized to create an earthquake preparedness plan to be presented to community leaders
and members through a symposium. Your outputs will be evaluated based on quality of literature used (21st
century), accuracy of the information (MIL), the clarity and manner of delivery and interpersonal skills (English
each discipline) & Filipino), data-driven decision making and problem solving (Stat & Prob) , and expressions of self-awareness
and empathy to all whom the group work with showcase of resilience and adaptability to cope problems
creative and critical thinking.

Template for the Cross-core subjects Workshop

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MULTI-INTERdisciplinal Performance Task

_________________________________________________________________________________________________________________________________________
You are a team of interns composed of different professionals: Professional Fitness Coach, Environmental Scientist, Physicist, Financial Analyst, Statistician,
and the Disaster Risk Reduction Management in your municipality who was tasked to conduct a natural hazard assessment in the local community. You
are expected to prepare an Earthquake Preparedness Plan to be presented before a panel of experts from MDRRMC. Moreover, you are tasked to prepare
a survey questionnaire to be distributed to the community to assess their knowledge and misconceptions about earthquakes and what to do before,
during and after an earthquake. Furthermore, the gathered information will be curated and utilized to create an earthquake preparedness plan to be
presented to community leaders and members through a symposium. Your outputs will be evaluated based on quality of literature used (21st century),
accuracy of the information (MIL), the clarity and manner of delivery and interpersonal skills (English & Filipino), data-driven decision making and
problem solving (Stat & Prob) , and expressions of self-awareness and empathy to all whom the group work with showcase of resilience and adaptability
to cope problems creative and critical thinking.

Transfer Goal is the same with

that of the K to 12 Program Any SHS graduate is ready to proceed to any of the four exits of the K to 12 Program by being able to communicate
Outcomes Performance Task with local and global communities with proficiency orally, in writing and through new technologies of communication.

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
You are a team of interns composed of different professionals: Professional Fitness Coach, Environmental Scientist,
Physicist, Financial Analyst, Statistician, and the Disaster Risk Reduction Management in your municipality who are
tasked to conduct a natural hazard assessment in the local community. You are expected to prepare an Earthquake
Preparedness Plan to be presented before a panel of experts from MDRRMC. Moreover, you are tasked to prepare a
survey questionnaire to be distributed to the community to assess their knowledge and misconceptions about
earthquakes and what to do before, during and after an earthquake. Furthermore, the gathered information will be
curated and utilized to create an earthquake preparedness plan to be presented to community leaders and members
through a symposium. Your outputs will be evaluated based on quality of literature used (21st Century Literature),
accuracy of the information (MIL), the clarity and manner of delivery and interpersonal skills (English & Filipino), data-
driven decision making and problem solving (Stat & Prob) , and expressions of self-awareness and empathy to all whom
the group work with showcase of resilience and adaptability to cope problems creative and critical thinking .

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 2023 In-Service Training for Senior High School Teachers

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