Online Division Training of Receiving Teachers Handling Learners With Special Needs

DepartmenT of Education
ONLINE DIVISION TRAINING

OF RECEIVING TEACHERS
HANDLING LEARNERS WITH
SPECIAL NEEDS
AFTERNOON
Assessment ( Basic
Education Learning
Continuity Plan in the
Time of COVID_19 ) DO#
12 s.2020
BLD-SID ONLINE DIVISION TRAINING OF GRADES 1,2,3 AND 7 TEACHERS ON SPED CONTENT AND PEDAGOGY
What is assessment?
In education,
assessment,
refers to the
wide variety of
methods or
tools that
educators use
to evaluate or
measure the
learning
progress or
educational
needs of
learners.
ONLINE DIVISION TRAINING OF GRADES 1,2,3, AND 7 RECEIVING TEACHERS ON SPED CONTENT AND PEDAGOGY
BLD-SID
ASSESSMENT
.The learning outcomes in the form of knowledge, skills, attitudes,
and values will be assessed.
.Portfolio/ e-portfolio to include written works, and performances
( and products)
.The portfolio/ e- portfolio content will be assessed using rubrics that
capture the evidence of learning.
.Testimonies of parents and other adults including community
leaders aside from teachers may also be considered in the
assessment
BLD-SID ONLINE DIVISION TRAINING OF GRADES 1,2,3,AND 7 RECEIVING TEACHERS ON SPED CONTENT AND PEDAGOGY
PRINCIPLES AND METHODS OF ASSESSMENT
BLD-SID ONLINE DIVISION TRAINING OF GRADES 1,2,3 AND 7 RECEIVING TEACHERS ON SPED CONTENT AND PEDAGOGY
ASSESSMENT
( OF/ FOR/ AS )
LEARNING
ASSESSMENT
(OF/FOR/AS) LEARNING
OF-Provide evidence of achievement to parents, other educators, the
students themselves and sometimes to outside group
FOR- teachers use assessment as an investigable tools to find out as
much as they can about what their students know and can do, and
what confusions, pre conceptions, or gaps they might have
AS- students are able to learn about themselves as learners and
become aware of how they learn-metacognitive ( knowledge of one’s
own thought processes.
ASSESSMENT
FOR
LEARNING
. is an ongoing process that monitors student
learning in order to help teachers improve their
teaching and students to improve their learning
.isn’t about grading, it’s about learning.
ASSESSMENT
AS
LEARNING
. is also an ongoing process that helps student to
reflect, monitor their own learning, and adjust their
learning strategies in order to achieve their goals
and become more self-directed, independent and
successful learners.
.isn’t about grading, it’s about learning
ASSESSMENT
OF
LEARNING
Measures what and how well the students
have learned at the end of instruction or
teaching- learning process
PRINCIPLES AND METHODS OF ASSESSMENT
Individual Learning Monitoring Plan
Appendix F.
INDIVIDUAL LEARNING MONITORING PLAN
Learners Name:
Grade Level:
Learning Area Learner’s Needs Interventions Monitoring Learner’s Status
Strategies
Provided
Insignificant Significant Mastery
Progress Progress
BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

INDIVIDUAL LEARNING MONITORING PLAN
INTERVENTION STATUS
Learner is not making

significant progress in a
timely manner. Intervention
strategies need to be revised.
Learning is significant progress. Learning as reached mastery of the

Continue with the learning plan. competencies in learning plan.
Formative Assessment in the
New Normal ( Distance Learning)
. What does formative assessment look

like in distance learning?
.How teachers can gather and act on
information related to learning?
.How can teachers plan for it?
3 Key Questions on FORMATIVE
LEARNING CYCLE
Formative
Assessment
Where am I going?
Where am I now?
What do I need to do
next?
BLD-SID ONLINE DIVISION TRAINING OF GRADES1,2,3,AND 7 RECEIVING TEACHERS ON SPED CONTENT AND PEDAGOGY
FORMATIVE ASSESSMENT
OBSERVATION
INTERPRETATION
ACTION
Teachers might ask
parents, guardians,
or caregivers to be
involved in
assessment.
FORMATIVE ASSESSMENT WITH LEARNERS
WITH DISABILITIES
Sharing Learning Targets and Criteria for
Success
Every lesson should have its own learning
target.
Learners should know how each lesson’s
learning builds on previous learning and
leads to future learning.
BLD-SID
General strategies for sharing learning targets
Share the learning target with learners
and make sure they understand it.
Learners do, make, say, or write things

that produce evidence about their status.
Share success criteria with learners.
BLD-SID
Learners
Learners with disabilities
with disabilities may needmay need
more scaffolding
more scaffolding around around
these these
strategies to help ensure they
understand the learning targets and
understand
why the
theylearning targets and
are important.
why they are important
GENERAL STRATEGIES FOR SHARING LEARNING TARGETS
Establish and communicate clear learning target

What learners will be trying what to learn
Written from the learners’ point of view
What they can do, make, say or write

( performance) in order to learn
Evidence of learning
BLD-SID
Grade 3 MELC SCIENCE
Identify the basic needs of humans, plants and animals such
as air, food, water and shelter

Will learn about things that human, plants
and animals need in order to thrive
List of activities at home or neighborhood

that keep the environment clean
Drawing or Listing of things that I need in

a day
BLD-SID
Establish and communicate clear
criteria for success.
1
2 3
Criteria for
Help clarify Success
success
with the criteria are
help the
learners the about
learners
learning qualities in
form their
target. their work.
concepts.

BLD-SID
Grade 3 MELC SCIENCE
Drawing or Listing of things that I need in a day
. What will be the look of the output when

they submit it?
- What type of foods, how many of each…
.When possible, show the learners sample
of good work and poor work
. When using rubric, make sure that the
criteria on the rubrics are things that
provide evidence of learning.
If learning procedural, consider creating a
checklist of ordered steps.
BLD-SID
Build in opportunities for learners self
-assess or ask questions based on criteria
1
Format the
success
2
criteria into 3
Use self
tool the Establish
checking
learner can checkpoints,
quiz,
use to timeliness.
flashcards
assess their
progress in
the lesson
BLD-SID
Give brief, clear, actionable feedback
based on the criteria.
1 3
2
Identify the Make the
Make it
specific feedback as
brief, long
criteria feedback dialog with
which the the learner
can easily
learner can bog down (individually
improve. the learner. or small
group).

BLD-SID
4 Questions ( Providing Feedback)
What What can’t

can the learner
learner do? do?
How does the

learner’s work How can the
compare with learner do
that of better?
others?
GENERAL STRATEGIES FOR
SHARING LEARNING TARGETS
Give learners
opportunities to
revise
assignments or re-
do similar
assignments
PDRS LEARNING PROCESS
PDRS Learning Process developed by the
Intel Teach Program
PLAN DO
REVIEW SHARE
TASK
Create a drawing
illustrating the
things that
animals need in
the environment
in order to thrive
PLAN
What would
I use to
create the
illustration?
What are the

elements
needed in the Initial Sketch
illustration? of the
(specified in illustration
the rubric)
DO
Create the
illustration
based on the
plan
May do
revisions
from the plan
REVIEW
SELF- PEER
ASSESS -ASSESS
MENT MENT
REVISION OF
THE
TEACHER ILLUSTRATION
FEEDBACK BASED ON THE
FEEDBACK
SHARE
SHARE THE
OUTPUTS TO
FELLOW LEARNERS
RATING OF THE
OUTPUT
THANK YOU.
Learners with disabilities may need
GOD BLESS &

more scaffolding around these
KEEPSAFE.
understand the learning targets and
why they are important
ASSESSMENT
Prepared by:
MARICOR G. AGUSTIN
SPET 1
STO.NINO CENTRAL SCHOOL
SPED CENTER

Characteristics of Learners with Difficulty in Reading
Prepared by:
Amcy M. Esteban, EPS-I-SDO-Manila

Darlene Sarah C. Gasco, EGT-II-
Davao City
Jurma A. Sanaani, School Head-
Tawi-tawi City
Ledwina C. Teston, SPET-III-Tacloban City
Finalized/Edited by:
Team Leaders: BLD-SID--Nancy C. Pascual, Supervising EPS
Kathleen C. Diza , EPS II
BLD-SID

Online Division Training of Receiving Teachers Handling Learners With Special Needs

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DepartmenT of Education

ONLINE DIVISION TRAINING

.isn’t about grading, it’s about learning.

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

Learner is not making

Learning is significant progress. Learning as reached mastery of the

. What does formative assessment look

Learners do, make, say, or write things

Share success criteria with learners.

Establish and communicate clear learning target

Written from the learners’ point of view

What they can do, make, say or write

Identify the basic needs of humans, plants and animals such

as air, food, water and shelter

List of activities at home or neighborhood

Drawing or Listing of things that I need in

GENERAL STRATEGIES FOR SHARING LEARNING TARGETS

. What will be the look of the output when

GENERAL STRATEGIES FOR SHARING LEARNING TARGETS

What What can’t

How does the

What are the

GOD BLESS &

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

Amcy M. Esteban, EPS-I-SDO-Manila

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