SESSION 5A

PLANNING AND DESIGNING

SCHOOL-BASED IN-SERVICE
TRAINING (INSET)
MARK LLOYD M. COLOMA
Senior Education Program Specialist

ROSELYN V. GENEGA
Head Teacher III
 Explain PD program designing in the
01 context of key L&D
models/frameworks:
a. ADDIE model
b. PRIME-HRM
SESSION Identify school-based INSET
02
OBJECTIVE design components.

S
Discuss the school-based
03
INSET design quality
standards.
EXPECTED OUTPUT:

PROPOSED
Reviewing SCHOOL-
Designing Planning
PDNA BASED
INSET M&E
results INSET PLAN
REFERENCE:
LET’S DO A RETROSPECT!
1. Revisit your recent experience of a school-based
INSET. Refer to the past two school years.

2. In 3 minutes, collaboratively, reflect and

evaluate your over-all INSET experiences.

Be guided by the Power of Four Ls:

Liked Lacked
Learned Longed
LET’S DO A RETROSPECT!
1. Revisit your recent experience of a school-based
INSET.

2. In 3 minutes, collaboratively, reflect and

evaluate your over-all INSET experiences.

What we liked… What we learned…

F • Good practices • Key KSAs
O • Desirable
experience
U
R What our INSET What we longed…
lacked… • Things we could
• Needs have attained or
L experienced

s
 “investment of the best Conformance to
skill and effort possible to specifications; the degree
produce the finest and to which a product meets
most admirable results standards (Shewhart,
possible…” 1931; Levitt, 1972)
(Tuchman, 1980)

a set of inherent
Fitness for use: characteristics of an object
successfully serves fulfils requirements (ISO
the purpose of the user 9000:2015)
(Juran & Godfrey, 1992).
▪Standard process for developing
and implementing school-based
PD programs

▪Quality standards for designing

school-based PD programs

▪Mechanisms to determine school-

based PD program’s
effectiveness
 Competency
Assessment, Tools
and Results

Intervention management Course objectives,

and learner’s response and content,
learning acquisition methodologies,
evaluation
strategies, and
logistics

Appropriateness and
quality of delivery

Civil Service Institute

Learning materials
Course Designing in PRIME HRM

Civil Service Institute

School-based PD program Development
and Implementation Process
determining professional development needs of
teachers and school leaders in key performance areas
and identifying competency gaps that affect
individual and organizational performance
 NEEDS ASSESSMENT

▪ establishes baseline data on competency levels of teachers

and school leaders

▪ provides basis for tracking teachers and school leaders’

progress towards target levels of proficiency

▪ is a non-negotiable requirement for any PD program

proposal

▪ its results must inform the subsequent PD program design and

development processes
LEVELS OF NEEDS ASSESSMENT
Individual PD Needs Assessment
• Needs directly relate to improving performance on the job

Group PD Needs Assessment

• Needs in terms of meeting performance requirements of a
specific role or function

Organizational PD Needs Assessment

• changes in strategic directions and priorities; new or strengthened
competencies to implement organization-wide reforms or program
 [Link]-assessment Tool
[Link] Observation Tool
[Link] development Plan
[Link] of Classroom based
identify the needs of the assessment (learner’s
teachers (target group) performance)
based on data drawn [Link] supervisory plan
from f. School’s Technical Assistance
Plan, performance, and
agreement
[Link] Monitoring and
Coaching Form
 Analyze data and prioritize PD needs
SUG Matrix
SERIOUSNESS URGENCY GROWTH POTENTIAL
▪How important are the ▪How much time does ▪If performance or
outcomes in this area? the agency have to competency is not
▪How significant are the improve performance developed, will the
performance and and competency in this situation improve over
competency gaps in this area before any time? Remain? Or
area? substantial damage worsen?
occurs?
3 – Very serious 3 – Very urgent 3 – Great extent
2 – Serious 2 – Urgent 2 – Moderate extent
1 – Less serious 1 – Less urgent 1 – Low extent
Analyze data and prioritize PD needs
GROWTH
SERIOUSNES
IDENTIFIED PD URGENCY POTENTIA
S SUM PRIORITY
NEEDS (1-3) L
(1-3)
(1-3)
Employing learning 2 2 2 6 3
gap Interventions
Develop/employ 3 1 3 7 2
ICT-based literacy
materials
Establishing/ 1 2 1 4 4
sustaining positive
learning climate
Engaging learners 3 3 2 8 1
in HOTS-based
teaching & learning
process
 Prioritized PD
needs
Engaging learners in
higher order thinking
during teaching and
learning process.

Map the identified priority PD needs to PPST/PPSSH/

1. Determine the topic/s to be covered.
2. Determine appropriate PD program to address the set
objectives.
3. Clarify the workplace development objectives.
 Focus PPST Topics to be
Prioritized PD Domain, Strand, covered
Needs Indicator
1.5.2 Apply a range
NEAP CORE PROGRAMS
Engaging Developin
of teaching strategies
learners in
higher order
to develop critical
and creative thinking,
g higher
CAREER
thinking during as well as other
higher-order thinking
order INDUCTION
PROGRESSION
SPECIAL
teaching and
learning process. skills. thinking PROGRAMS
PROGRAMS
PROGRAMS
1.5.3 Develop and
apply effective
skills.
teaching strategies to
promote
critical and creative
thinking, as well as
other higher-order
thinking Regular Master Classes
Programs Subject
skills. Content
Supporting
Quality
Teaching
Determine appropriate programs for development and
delivery.
NEAP Core Programs
Career Progression
Governance Level Subject- Special
Induction Regular Master
Content Program
Program Class
Program
RO ✔ ✔ ✔ ✔
SDO ✔ ✔ ✔ ✔ ✔
INSET ✔ ✔ ✔ ✔ ✔
School
LAC ✔ ✔ ✔
Clarify the workplace development objectives

WORKPLACE DEVELOPMENT
OBJECTIVES (WDO)

▪ Hierarchy of expected gains from

the L&D program
▪ i.e., competencies, outputs,
outcome, and impact.
▪ WDOs are also referred to as the
learning results chain
 WORKPLACE DEVELOPMENT
OBJECTIVES (WDO)

IMPACT
OUTCOMES
OUTPUT
COMPETENCIES
 WORKPLACE DEVELOPMENT
OBJECTIVES (WDO)

What improvements in the condition of learners/positive changes in the

organizational systems/processes may be expected as a result of participants’
improved competency and performance.

What participants should be able to perform back in their workplace to

demonstrate behavioral change/change in performance.

What concrete output/s participants should be able to produce at the end of

the PD program to demonstrate application of competencies.

What job tasks or roles in the form of knowledge, skills, and attitude the
participants should be able to acquire from the PD program.
WORKPLACE DEVELOPMENT
OBJECTIVES (WDO)

RESULTS OBJECTIVE

APPLICATION OBJECTIVE

TERMINAL OBJECTIVE

ENABLING OBJECTIVE
 Focus PPST
Topics to be
Prioritized PD Domain,
covered
Workplace development objectives
Needs Strand,
Indicator
Engaging 1.5.2 Apply a range Enabling objectives: Specifically, the
learners in of teaching HOTS-
participants will be able to: (state the key
higher order
strategies to
develop critical and
SOLO knowledge, skills, and attitude participants are
thinking during creative thinking,
teaching and as well as other expected to gain from the training)
higher-order
learning thinking skills. a. Discuss the levels of SOLO in relation to
process. 1.5.3 Develop and Bloom’s Taxonomy
apply effective b. Explain how the SOLO Framework is
teaching strategies
to promote applied in teaching strategies/activities
critical and creative under the identified learning approaches
thinking, as well as
other higher-order
c. Examine learners’ response based on
thinking SOLO framework
skills. d. Determine facilitating and hindering
factors in incorporating SOLO framework
in the teaching and learning process for
HOTS development.
 Focus PPST
Topics to be
Prioritized PD Domain,
covered
Workplace development objectives
Needs Strand,
Indicator
Engaging 1.5.2 Apply a range
learners in of teaching HOTS-
higher order
strategies to
develop critical and
SOLO Terminal objective: By the end of
thinking during creative thinking,
teaching and as well as other the 3-day training, the participants
higher-order
learning thinking skills. will be able to:
process. 1.5.3 Develop and
apply effective [Link] effective teaching
teaching strategies
to promote strategies to the learning
critical and creative
thinking, as well as competencies.
other higher-order
thinking [Link] competency- and
skills.
SOLO-based assessment items
promoting HOTS.
 Focus PPST
Topics to be
Prioritized PD Domain,
covered
Workplace development objectives
Needs Strand,
Indicator
Engaging 1.5.2 Apply a range
of teaching HOTS- Results objective: As a result of the
learners in
higher order
strategies to
develop critical and
SOLO participants’ improved pedagogical and
thinking during creative thinking, assessment practices, learners gain
teaching and as well as other
learning higher-order an improved performance in large
thinking skills.
process. 1.5.3 Develop and
scale assessment and be real-life-
apply effective challenges ready.
teaching strategies
to promote Application objective: Back in the
critical and creative
thinking, as well as classroom, the teachers will be able to:
other higher-order
thinking incorporate the SOLO framework in
skills. assessing learners’ cognitive level
thereby informing the teaching and
learning process for HOTS
development.
4. Schedule activities: program designing, LRM
development, delivery, monitoring and evaluation.
5. Identify the Program Management Team and their
Terms of Reference.
6. Identify the facilities, equipment, materials, and other
logistics needed to implement the PD program.
7. Estimate budget requirements and identify the fund
source.
▪ Outlines and formulates training components:
learning objectives, content, methodologies,
resources, assessment, outputs, and resources.
▪ Ensure comprehensiveness and coherence of
training components.
 STRENGTH OF
RESEARCH BASE:
1. Establish the
rationale 1. Indicate and discuss
is based on the results
of competency-based
professional
development needs
assessments (i.e.,
through individual
development plans
(IDPs), DepEd priorities
across levels, learners’
learning outcomes, etc.)
STRENGTH OF
RESEARCH BASE:
 STRENGTH OF
1. Establish the RESEARCH BASE:
rationale
2. The proposed PD
program’s content
and methodologies
are justified and
supported by
literature or theories
and/or legal bases
(DepEd issuances/RA)
if any.
STRENGTH OF
RESEARCH BASE:
Sample:
 ARTICULATION OF
LEARNING
OBJECTIVES
1. Workplace
development
2. Set workplace objectives are
development objectives SMART.
2. WDOs are
logically articulated
to support the
development of the
target professional
standard (domain,
strand, and indicator).
Do not use STATIVE verbs:
Objective:

To describe how SOLO Framework comes alive

through activities in learning approaches that
support higher-order thinking.
Session Objective: Recommendation:

To describe how SOLO Specify/state the behavior that is expected

Framework comes to be demonstrated and avoid adding
alive through activities other unnecessary/immeasurable verbs.
in learning
approaches that This could be directly restated into:
support higher-order ➢ Design HOTS-based activities in various
thinking. SOLO levels.
Do not use STATIVE verbs:

[Link] the importance...

[Link] the value...
[Link] technical skills...
[Link] potential learning resource developers...
[Link] in the quality assurance process...
f. Manifest credibility in performing roles of
supervisors, acquire
 Adapted from Bloom, B.S. (Ed.). Engelhart, M.D.,
Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956).
Taxonomy of Educational Objectives, Handbook I: e
Cognitive Domain. New York: David McKay Co Inc.
Sample:
 ALIGNMENT TO
THE
PROFESSIONAL
STANDARDS
3. Identify target 1. Target and specify
Professional Standards at least one PPST
domain, strand, and
indicator.
Sample:
 TARGET
PARTICIPANTS
PROFILE
1. Identify the career
4. Profile the target stage/s, position,
participants subject, and/or
grade/year level
taught) of the target
participants.

2. Specify the target

number of
participants.
Sample:
 ARTICULATION OF
LEARNING
OBJECTIVES
1. Session objectives
are SMART.
5. Set session 2. Session objectives
objectives. are logically
articulated to
support the
development of the
target professional
standard (domain,
strand, and indicator).
 Setting Session Objectives

Further Session
Describe what objectives are
Session
breakdown objectives
participants sufficient to
enabling
will be able to support the are attained
objectives into attainment of
smaller/bite-
do right after as the
a learning the target program
size learning enabling
session. progresses.
units. objective.
Sample:
 SELECTION &
ORGANIZATION OF
CONTENT
1. Contents are
6. Select and organize appropriate and
content. adequate to support
the attainment of the
learning objectives
and expected
outputs.
 SELECTION &
ORGANIZATION OF
CONTENT
2. Contents are
accurate and based
6. Select and organize on credible sources
content. of information.
3. For subject
content-based PD
programs, contents
align with the
curriculum
standards.
 SELECTION &
ORGANIZATION OF
CONTENT

4. Contents are
6. Select and organize organized according
content.
to the most
appropriate
sequence and
structure.
 Selecting Session Contents

Contents may come in forms of:

CONCEPT
FACTS THEORIES PROCESSES PRINCIPLES
S
 Selecting Session Contents

Organize the prioritized content areas according to the

most appropriate sequence and structure/s.

SEQUENCE STRUCTURE
▪the order of ▪the
presenting the relationships of
content and
clustering of
conducting related
content
activities
 Selecting Session Contents

Organize the prioritized content areas according to the

most appropriate sequence and structure/s.

Task centered Topic centered

▪ arranges content areas and ▪ major topics are divided into
related activities by their unit headings
relationships to job tasks
▪ is useful when a lot of
▪ is particularly helpful when
there is a specific order of information needs to be
doing tasks on the job presented
 Selecting Session Contents

Organize the prioritized content areas according to the

most appropriate sequence and structure/s.

Problem centered According to some

▪ structures content and progression/movement
related activities around ▪Concrete to abstract
problems ▪Practical to theoretical
▪ is helpful when participants ▪Present to future
are expected to ▪Observation to reasoning
understand and find
solutions to problems
Sample:
 SOUNDNESS OF
METHODOLOGY
1. Learning activities
shall be active,
7. Determine a variety experiential, social,
of activities
, and goal oriented.
(methodology).

2. Use recognized
best practices (E.g.,
motivation, mood
setting activities,
modeling).
 SOUNDNESS OF
METHODOLOGY
3. Indicate how
assigned resource
7. Determine a variety speaker will deliver
of activities
content and
(methodology).
engage participants.
8. Identify all learning resource
4. Indicate the
materials to support the delivery
of session/s. relevant learning
resources.
COMMON OUTLINES IN DESIGNING METHODOLOGY

4As Approach
[Link] [Link]
▪ Welcome the class to the new ▪ Engage participants in a learning
learning unit/session. activity where they will encounter,
▪ Outline the topic/key content/s. experience, and begin to acquire
▪ Set the learning objectives. Mention the intended knowledge, skills,
the target PPST/PPSSH/PPSS Domain, and attitudes for the session.
Strand, and Indicator. ▪ Participants are given
▪ Inform the class of the expected retrospective view of the
output/. contents. They become curious
and interested.
▪ Present the instructions clearly.
▪ Identify the materials to be used.
COMMON OUTLINES IN DESIGNING METHODOLOGY

4As Approach

[Link]
▪ Allow participants to process their new experience.
▪ Give context to the newly encountered/acquired KSAs. Have the participants
draw connections between new knowledge and skills and their relevant
experiences (what they already know and can do).
▪ Participants gain a wider perspective of the content and draw closer to its
core.
▪ Participants are encouraged to think critically as they refine and concretize
their perspective.
COMMON OUTLINES IN DESIGNING METHODOLOGY

4As Approach

[Link]
▪Guide participants in pointing the session’s main points/concepts
and details.
▪Concretize the abstracted main points and concepts by adding
new knowledge; introducing new skills; and instilling new values.
▪Deepen participants’ understanding of the content by bringing in
real-world scenarios and materials.
▪Participants internalize how their newly acquired KSAs could be
put to good use.
COMMON OUTLINES IN DESIGNING METHODOLOGY

4As Approach
[Link]
▪Participants materialize/practice what they have previously
internalized.
▪Provide participants adequate opportunities to apply what they have
learned. This could be in forms of producing tangible outputs or
demonstrating actions (performance).
▪Inform participants how their application of learning will be
evaluated and scored. Rubrics must be presented and thoroughly
discussed.
▪Give participants ample time to reflect on their learning experience.
COMMON OUTLINES IN DESIGNING METHODOLOGY

I. Warm-up
[Link]-lecture 1
[Link]-session interactive activity 1
[Link]-session interactive activity 2
[Link]
Sample: Guide questions:
1. What can you say about the activity?
2. How can you determine the
complexity level of
a learning task or
learners’ response using the SOLO
taxonomy?
3. How do you ensure consistency and
accuracy when sorting learning
tasks/responses into the appropriate
SOLO taxonomy levels?
4. How does the SOLO taxonomy help
design appropriate learning
experiences in your learning?
MECHANISMS TO
DETERMINE IF
OBJECTIVES HAVE
BEEN MET
1. Use varied &
sufficient formative
& summative 9. Determine assessment
assessments to strategies and tools.
assess participant’s
progress in the target
competencies.
MECHANISMS TO
DETERMINE IF
OBJECTIVES HAVE
BEEN MET

2. Provide appropriate
assessment tools and
rubrics. 9. Determine assessment
strategies and tools.
Sample:
EXPECTED
OUTPUTS
1. The session
outputs are
concrete, e.g.,
reflection journal, TA
Plan, lesson
exemplar, rubrics, 10. Determine session
worksheets. outputs.
Sample:
 TIME
REQUIREMENT
1. Sessions are
appropriately
11. Estimate time sequenced and
requirement. adequately timed.
 TIME
REQUIREMENT
2. Dates of
implementation do
not interfere with the
11. Estimate time
school-based
requirement.
instructionally
relevant activities,
especially the actual
classroom teaching of
teachers.
Sample:
 CREDENTIALS OF
RESOURCE
SPEAKERS
1. The Resource
Speakers/Subject-
12. Assign resource Matter Experts' CVs
speaker/s. reflect expertise
relevant to the
PPST domain/s,
strand/s and
indicator/s covered in
her/her session/s.
Sample:
 GEDSI
1. Training elements (i.e.,
participants selection criteria,
activities, learning resource
12. Promote Gender Equality, materials, resource speakers,
Disability, and Social Inclusion. and monitoring and evaluation,
etc.) promote maximum
engagement of participants
from all backgrounds (disability,
age, gender, religious and
ethnic backgrounds).
 APPLICATION
OF LEARNING
1. Allow opportunity
for crafting and
13. Provide opportunity implementation of
for workplace Workplace
application.
Application Plan
(WAP).
2. Align the WAP with
the set application
objective.
EXIT SLIP:

Pause and think!

INSE
Red: What current practice/es that do/es not
facilitate effective development of school-based
T INSET you intend to stop?

Yellow: Back in the school, what area/aspect of

school-based INSET development will you have to
sit down and think about further?

Green: What action/s do you intend to

continually do to enhance the development of
school-based INSET?
THANK YOU