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Session Guide

The document provides a session guide for training teachers on the Philippine Professional Standards for Teachers (PPST). The session aims to help teachers understand key concepts related to the PPST over 2 hours. These concepts include professional standards, career stages, and using teacher and learner feedback to improve practice. Activities include introducing the PPST, discussing its goals and frameworks, and applying lessons in group work and lesson planning exercises. The guide outlines learning objectives, resources, discussion questions, and a concluding activity to reinforce learning.
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100% found this document useful (2 votes)
1K views19 pages

Session Guide

The document provides a session guide for training teachers on the Philippine Professional Standards for Teachers (PPST). The session aims to help teachers understand key concepts related to the PPST over 2 hours. These concepts include professional standards, career stages, and using teacher and learner feedback to improve practice. Activities include introducing the PPST, discussing its goals and frameworks, and applying lessons in group work and lesson planning exercises. The guide outlines learning objectives, resources, discussion questions, and a concluding activity to reinforce learning.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SESSION GUIDE/ TRAINING DESIGN

Session Learning Episode: The Philippine Professional Standards for Teachers (PPST)
Duration of 2 Hours
Session
Key PROFESSIONAL STANDARDS FOR TEACHERS. Public document that defines
Understanding teacher quality through well-defined domains, strands, and indicators
to be that provide measures of professional learning, competent practice, and
developed effective engagement.
Philippine Professional Standards for Teachers (PPST)- Is a public statement
of professional accountability

CAREER STAGES - are the various phases which an employee or a business


professional goes through.
Leaning At the end of the session, participants are able to:
Objectives 1. Set out clear expectations along well-defined career stages of
professional development from beginning to distinguished
practice;
2. Engage to actively embrace a continuing effort in attaining
proficiency; and
3. Apply a uniform measure to assess their performance, identify
needs, and provide support for professional development.

Resources PPST Manual


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Activity 1. Introduce the activity to the participants by showing a picture of a cargo
plane in 1956.

We sometimes forget how much things


change
over time

Present the General Information on Department Order No. 42, s. 2017

The PPST:
(i) sets clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
(ii) engages teachers to embrace ongoing professional learning for their
professional development to enhance their own teaching;
(iii) provides a framework of uniform measures to assess teacher
performance; and
(iv) provides a basis for building public confidence in and support for the
work of teachers.

• Each point may be discussed and the context must be anchored on


teacher quality.
• The Professional Standards is a public statement of accountability i.e.
it brings out the prestige to teaching profession. At this point, the story
of “mag-teacher ka na lang” is usually shared to the audience. With the
Professional Standards, the mindset of “mag-teacher ka na lang” will
be changed, hopefully, to a question of “kaya mo ba maging teacher?”
• Sufficiently generic means that the Professional Standards can be used
regardless of the specialization and grade/year level.
Analysis After the viewing, ask the following questions:
1. In what way that PPST helping teachers improve delivery of quality
education?

Abstraction/ The PPST targets to produce better teachers in the country by improving their
Generalization qualifications skills and by increasing their levels of knowledge, practice and
professional engagement.

The PPST outlines the required skills and competencies of quality teachers,
enabling them to cope with the emerging global frameworks.
If the required skills and competencies are not met, various professional
development interventions will be given to them.

PPST helps assure parents and guardians that their children receive quality
basic education from qualified professionals whose competencies are abreast
with changes and advancements in the information age.
Application Group Work:
Develop a creative presentation that highlights key learning about PPST.
Make a song, poem or a dance.
Concluding 1. Ask the participants to …
Activity 2. Ask each group to generate suggestions on how to support …
3. End the session by this quote: “The quality of an education system
cannot exceed the quality of its teachers.” (McKinsey, 2007)

Prepared by:

ROEL E. VERSALES
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: PPST MODULE 8 (Participate in collegial discussions
that use teacher and learner feedback to enrich teaching practice)
Duration of 2 Hours
Session
Key PROFESSIONAL COLLABORATION. This refers to teachers working together
Understanding with colleagues and other stakeholders to enrich the teaching- learning
to be process.
developed COLLEGIAL DISCUSSION. This refers to mutually respectful professional
conversation with colleague/s, which can be formal or informal, that promotes
shared responsibility in enhancing the current practice.
FEEDBACK. This refers to information given about the teacher’s and learners’
performance for enriched teaching practice.
Leaning At the end of the session, participants are able to:
Objectives 1. Participate in collegial discussion that use teacher and learner feedback
to enrich teaching practice.
2. Understand that professional learning communities like LAC can improve
one’s practice through collaborative learning sessions.
3. Know the different practices in collegial discussions using teachers and
learners feedback to enrich teaching practices.

Resources PPST Manual Resource Package; Module 8


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Self- Reflection:
Activity Let us first reflect on our current practice regarding professional
collaboration in our school. As Proficient Teachers, we have knowledge, skills
and attitudes regarding professional collaboration.

KNOWLEDGE: As a Proficient Teacher, I know…


SKILLS: As a Proficient Teacher, I do…
ATTITUDES: As a Proficient Teacher, I feel….
Activity Discuss the different ways on how teachers can participate in collegial
discussions.

* Collegial Discussion through peers


* Professional Learning Communities
* Coaching Session
* Learning Walk

Analysis How to make activities more developmental?

How planning, managing and implementing developmentally sequenced


teaching strategies important?

What is the important of having/giving follow-up activities or homework to


students?

Abstraction/ Planning for a lesson does not end with enumerating the things the teacher
Generalization will implement in the classroom once the delivery of the lesson has
commenced. The bigger challenge is to make the lesson or the embedded
activities more developmental.

As Proficient Teachers, we are driven to design lessons that satisfy the need to
make teaching and learning processes seamless and progressive for our
learners. We start by familiarizing ourselves with the content of the curriculum
as the “Bible” from which we refer to in planning our lessons. The
competencies found in the curriculum guide (hereafter, CG), are what should
be mastered by the learners at the end of every lesson.

The appropriateness of activities (contextualization) to the age and pacing of


the learners are crucial to make the teaching and learning processes
meaningful and development.

Learning becomes successful when the teacher is able to guide the learners in
each step of the teaching-learning process leading to independent practice.

Application Group Work

Each group will make a developmentally sequenced lesson plan.

Concluding Group reporting.


Activity

Prepared by:

FELICIDAD H. SUMALINOG
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN

Session Learning Episode: PPST MODULE 7 (Plan, manage and implement developmentally
sequenced teaching and learning processes to meet curriculum requirements through various
teaching contexts)
Duration of 2 Hours
Session
Key CURRICULUM AREAS These are different learning/subject areas taught
Understanding and learned in the basic education curriculum.
to be
developed DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING
PROCESSES. These refer to the order of activities that keeps learners
engaged in the content and purposely scaffolds learners towards
achieving the lesson’s objectives by maximizing allotted class time.

INSTRUCTIONAL PLANNING. This refers to the process of systematically


preparing, developing, evaluating and managing the instructional process
by using principles of teaching and learning.

INSTRUCTIONAL PLANNING. This refers to the process of systematically


preparing, developing, evaluating and managing the instructional process
by using principles of teaching and learning.

Leaning At the end of the session, participants are able to:


Objectives 1. Explore varied ways on how to plan developmentally-sequenced lesson.
2. Suggests different activities appropriate to the age and pacing of the
learners.

Resources PPST Manual Resource Package; Module 7


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Self- Reflection:
Activity Let us reflect on our current practice in terms of planning, managing and
implementing developmentally sequenced teaching and learning processes to
meet curriculum requirements through various teaching contexts.

KNOWLEDGE: As a Proficient Teacher, I know…


SKILLS: As a Proficient Teacher, I do…
ATTITUDES: As a Proficient Teacher, I feel….
Activity List all the parts of a lesson plan.

Lecture on the Managing and Implementing Developmentally Sequenced


lessons

React on sample scenarios in employing planning developmentally sequenced


lessons.

Analysis How to make activities more developmental?

How planning, managing and implementing developmentally sequenced


teaching strategies important?

What is the important of having/giving follow-up activities or homework to


students?
Abstraction/ Planning for a lesson does not end with enumerating the things the teacher
Generalization will implement in the classroom once the delivery of the lesson has
commenced. The bigger challenge is to make the lesson or the embedded
activities more developmental.

As Proficient Teachers, we are driven to design lessons that satisfy the need to
make teaching and learning processes seamless and progressive for our
learners. We start by familiarizing ourselves with the content of the curriculum
as the “Bible” from which we refer to in planning our lessons. The
competencies found in the curriculum guide (hereafter, CG), are what should
be mastered by the learners at the end of every lesson.

The appropriateness of activities (contextualization) to the age and pacing of


the learners are crucial to make the teaching and learning processes
meaningful and development.

Learning becomes successful when the teacher is able to guide the learners in
each step of the teaching-learning process leading to independent practice.

Application Group Work

Each group will make a developmentally sequenced lesson plan.

Concluding Group reporting.


Activity

Prepared by:

GENEVIVE C. DAYULA
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: PPST MODULE 9 (Select, develop, organize and use appropriate
teaching and learning resources, including ICT, to address learning goals.
Duration of 2 Hours
Session
Key LEARNING GOALS. These are broad statements of learning outcomes which
Understanding include Content and Performance Standards.
to be TEACHING AND LEARNING RESOURCES. These refer to resources used in the
developed teaching and learning process such as teaching resources (e.g., curriculum
guides, teacher’s manuals); learning resources (e.g., learner’s materials,
worksheets).
INCLUSION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
(ICT). This refers to the integration of ICT in the teaching and learning process.
This also includes digital resources downloaded from the Learning Resource
Management and Development System (LRMDS) Portal, YouTube and the like.
Leaning At the end of the session, participants are able to:
Objectives 1. Understand concepts in delivering lessons using appropriately-
developed teaching and learning resources.
2. Describe the types of teaching and learning resources used to help
learners achieve the competency
3. Explain the importance of the process of selecting the teaching and
learning resources?

Resources PPST Manual Resource Package; Module 9


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Self- Reflection:
Activity Let us first reflect on our current teacher practices on the selection,
development, organization and utilization of the teaching and learning
resources. As Proficient Teachers, we need to have the knowledge, skills and
attitude about TLRs.

KNOWLEDGE: As a Proficient Teacher, I know…


SKILLS: As a Proficient Teacher, I do…
ATTITUDES: As a Proficient Teacher, I feel….
Activity Sharing:
What are the appropriate teaching and learning resources used across
curriculum areas?

Discussion:

Guidelines in selecting appropriate teaching and learning resources including


ICT.

Developing and organizing appropriate teaching and learning resources.

Organization and utilization of appropriate teaching and learning resources.


- Use of manipulative in teaching math concepts
- Appropatiate learning resource in teaching SCIENCE,TLE,etc
Analysis 1. How will you describe the types of teaching and learning resources used to
help learners achieve the competency?
2. How did the teaching and learning resources help the learners demonstrate
content knowledge?
3. How did you employ the process of selecting the teaching and learning
resources?
4. Did you find the developed teaching and learning resources useful in the
teaching and learning process?
Abstraction/ The proper selection, development, organization and utilization of teaching
Generalization and learning resources, including ICT, helps enhance and maximize learners’
participation through providing them with teaching and learning resources
that can be seen or heard which provide concrete experiences about the
lessons.
Application Group Work
Make a lesson plan in TLE using appropriate teaching and learning
resources including ICT. It is encouraged localized and indigenized materials
that are aligned with learning goals.
Concluding Group reporting
Activity

Prepared by:

GUENDOLYN C. TEMPLADO
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: PPST MODULE 2 (Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
Duration of 2 Hours
Session
Key LITERACY. This refers to the capability one acquires in order to read,
Understanding understand, and construct textual material. This ability is useful in regular
to be academic and non-academic situations and contexts within the school
developed community and in different occupational areas. Literacy is not confined to
merely learning to read and write; it also encompasses a range of more
complex skills including the ability to apprehend ideas and concepts.
NUMERACY. This refers to the ability to understand and use mathematical
knowledge for calculating, problem solving, and interpreting information in
order to arrive at educated and well-informed decisions. Numeracy is an
important skill for learners to master to help them prepare for life beyond the
school and within the workplace and greater community.
TEACHING STRATEGIES. These refer to techniques, practices, approaches, and
systems teachers employ in their classroom practice to advance student
learning.
LEARNER ACHIEVEMENT. This refers to the realization by a learner of
academic material or content knowledge within a given period. Within a given
period, teachers have a certain amount of academic material they need to
teach and learners need to learn. Learner achievement increases when
teachers provide quality teaching aligned with set standards.
Leaning At the end of the session, participants are able to:
Objectives 1. Enumerate some ways on how can weave literacy and numeracy
instruction into content.
2. Explore varied ways to develop learners’ literacy and life skills.
3. Employ the strategies in teaching literacy and numeracy.
Resources PPST Manual Resource Package; Module 2
Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Self- Reflection:
Activity Let us reflect on our current practice regarding the use of a range of teaching
strategies that enhance learner achievement in literacy and numeracy skills.

KNOWLEDGE: As a Proficient Teacher, I know…


SKILLS: As a Proficient Teacher, I do…
ATTITUDES: As a Proficient Teacher, I feel….
Activity List down all practices and approaches they used in teaching literacy and
numeracy.

Lecture on the different principles on teaching literacy and numeracy across


curriculum areas.
LITERACY
Principle 1: Literacy instruction is embedded in all learning areas.
Principle 2: Literacy instruction considers the learners’ key stage
Principle 3: Teaching literacy is strengthened by building links to the real
world.
NUMERACY
Principle 1: Numeracy should be developed consistently across different areas
of learning.
Principle 2: Numeracy skills are built through meaningful and fun-filled
activities
React on sample scenarios in employing numeracy and literacy instruction.

Analysis How teaching literacy and numeracy is strengthened?

What are the things we need to consider in developing learners’ literacy and
numeracy skills?

How are you going to link literacy and numeracy across curriculum areas? Cite
examples.

Abstraction/ Literacy is not just about learning to read and write. Similarly, numeracy is
Generalization more than just numbers. Both skills interplay in the holistic performance of
our learners.

There are an endless number of engaging, effective strategies to get learners


to think about, write about, read about, and talk about the content you teach.
The ultimate goal of literacy instruction is to build a learner’s comprehension,
writing skills, and overall skills in communication.

Application Individual Work:


After the session, you now have better appreciation of the indicator. Based on
your professional reflection, think of ways on what can you do further
enhance your knowledge, skills and attitudes. Fill in the personal action plan
below

Strengths (What are the skills you are good at?)


Development Needs (What are the skills you need to improve)
Action Plan (What can you recommend for your development intervention)
Timeline: (When will you implement your plan?)
Resource Needed: (What assistance/resources do you need to implement the
plan?)
Concluding Select 2-3 participants to explain or elaborate his/her action plan to the group.
Activity

Prepared by:

MA. CATHERINE S. BARING


Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: STRATEGIES IN TEACHING NUMERACY
Duration of 2 Hours
Session
Key NUMERACY. This refers to the ability to understand and use mathematical
Understanding knowledge for calculating, problem solving, and interpreting information in
to be order to arrive at educated and well-informed decisions. Numeracy is an
developed important skill for learners to master to help them prepare for life beyond the
school and within the workplace and greater community.
TEACHING STRATEGIES. These refer to techniques, practices, approaches, and
systems teachers employ in their classroom practice to advance student
learning.
Leaning At the end of the session, participants are able to:
Objectives 1. Understand the use of variety of teaching strategies in class to cater
individual needs amongst learners.
2. Explore varied ways to develop learners’ numeracy and life skills.
3. Employ the strategies in teaching numeracy.
Resources PPST Manual Resource Package; Module 2
Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory What is numeracy?
Activity
Activity List down all practices and approaches they used in teaching numeracy.

Lecture on the different principles on teaching numeracy across curriculum


areas.
NUMERACY
Principle 1: Numeracy should be developed consistently across different areas
of learning.
Principle 2: Numeracy skills are built through meaningful and fun-filled
activities

React on sample scenarios in employing numeracy and literacy instruction.

Analysis How teaching numeracy is strengthened?


What are the things we need to consider in developing learners’ numeracy
skills?
How are you going to link numeracy across curriculum areas? Cite examples.
Abstraction/ What are some strategies that could enhance the numeracy skills among
Generalization learners?
Application Group Work:
Each group will be given selections about classroom scenario wherein the
teacher used strategies in teaching ENGLISH integrating numeracy. Let each
group identify these strategies and present it to the group.
Concluding
Activity

Prepared by:

JINKY O. RULONA
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: MID-YEAR EVALUATION
Duration of 2 Hours
Session
Key THE MID-YEAR REVIEW is conducted to help each teacher do his/her self-assessment
Understanding as to how well he/she is doing and how he/she can catch –up in order to grow
to be professionally.
developed
Leaning At the end of the session, the participants will:
Objectives
 Recall the forms/ tools of the Result-Based Performance Management
System (RPMS)
 Describe the importance of each form/tool.
 Conduct one’s own Self Mid-Year Review
 Identify the Key Result Areas, which need to be addressed for one’s self-
improvement.
 Come-up with one’s Catch-Up Plan of Action

 Display open-mindedness in the conduct of the Mid-Year Review

 Manifest respect for self and for others during the critiquing of the Catch
–Up Plan, as well as honesty in conducting the Mid-Year Review for one’s
self-improvement.
Resources RPMS Manual
Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory 1. How well have we made use of the RPMS Tools?
Activity 2. What have we achieved so far in this first semester of the School Year
2018-2019 in own respective duties and responsibilities?
Activity Discuss the use of Mid-Year Review Form.
How to fill up the form.
Discuss the importance of mid-year evaluation.
Analysis 1. What goals and objectives have been accomplished so far?
2. How has performance related to goals and objectives measured up
against the success criteria agreed upon at the start of the year?
3. What challenges emerged that had an impact on performance or goal
accomplishment?
4. What goals and projects still need to be accomplished?
5. Which goals are no longer relevant or high priority? Should they be
revised or removed from the priority list?
6. What new priorities or projects have surfaced that should be included
as new goals?
7. What resources and support will be required to accomplish the goals
that remain for the rest of the year?

Abstraction/ The mid-year review meeting is an excellent opportunity to formally sit down
Generalization with employees and:
 1. review goals and accomplishments to ensure everything is on track;
 2. check-in on the general status of teachers and how they are doing in their
roles;
 3. learn from teachers on what is/isn’t working and what support or resources
they need to deliver on expectations;
 4. Provide feedback on achievements and coaching for development;
communicate and plan for any changes in the school, group, roles or
objectives that will affect the second half of the year.
Application A. The participants will be given time to do their own Self Mid-Year Review
on how they are doing in their own performance based on the KRAs in
their IPCRF and how the different RPMS Forms/Tools have been useful
in their work. They may be grouped according to grade level or by
subject area.
B. After the allotted time agreed upon, the participants will then
accomplish the Catch-Up Plan guided by the facilitator.
 To the Facilitator: Please emphasize that the Catch-Up Plan is a tool
to guide the teachers as to what to do in order to come up with the
needed accomplishments.
C. Sharing of the Mid-Year Self-Assessment and corresponding Catch-Up
Plan will be done.
 NOTE: The School Head may choose in advance, 2 or 3 teachers to
share their Portfolio & Catch-Up Plan which may serve as models for
the others to follow.
D. Critiquing will be done.
 It is encouraged that all will focus on how to improve their present
accomplishment so that greater achievements will be expected in the
completion of the RPMS Cycle at the end of the school year.
Concluding “A friend in need is a friend indeed.”
Activity (Play the song, ONE FRIEND by Dan Seals)
A friend who remains faithful when you need to help is a good friend to trust.
A friend who can help you grow professionally, can help you fulfill your role as
a good teacher. Be that FRIEND to others.

Prepared by:

ROEL E. VERSALES
Resource
SESSION Speaker
GUIDE/ TRAINING DESIGN

Session Learning Episode: THE MAKING OF CATCH-UP PLAN


Duration of 2 Hours
Session
Key CATCH-UP PLAN is a tool to guide the teachers as to what to do in order to come up
Understanding with the needed accomplishments.
to be
developed
Leaning At the end of the session, the participants will:
Objectives
 Recall the forms/ tools of the Result-Based Performance Management
System (RPMS)
 Describe the importance of each form/tool.
 Conduct one’s own Self Mid-Year Review
 Identify the Key Result Areas, which need to be addressed for one’s self-
improvement.
 Come-up with one’s Catch-Up Plan of Action
 Display open-mindedness in the conduct of the Mid-Year Review
 Manifest respect for self and for others during the critiquing of the Catch
–Up Plan, as well as honesty in conducting the Mid-Year Review for one’s
self-improvement.

Resources RPMS Manual


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory 3. How well have we made use of the RPMS Tools?
Activity 4. What have we achieved so far in this first semester of the School Year
2018-2019 in own respective duties and responsibilities?
5. Why do we need to have a Catch-Up Plan?
Activity Discuss the use of Catch up Plan.
How to fill up the form.
Discuss the importance of Catch Up Plan.
Analysis 1. What have you realized from the activity?
2. How do you feel about your realization?
Expected Answer: As of now, there are still many things, we need to cope with in
our own Portfolio. Therefore, we have to make a Catch-Up Plan.
Abstraction/  Discuss briefly the importance of each RPMS Form/Tool which the group were made
Generalization to describe. (You may make use of the ideas they shared and enrich them with your
own.)
Application E. The participants will be given time to do their own Self Mid-Year Review
on how they are doing in their own performance based on the KRAs in
their IPCRF and how the different RPMS Forms/Tools have been useful
in their work. They may be grouped according to grade level or by
subject area.
F. After the allotted time agreed upon, the participants will then
accomplish the Catch-Up Plan guided by the facilitator.
 To the Facilitator: Please emphasize that the Catch-Up Plan is a tool
to guide the teachers as to what to do in order to come up with the
needed accomplishments.
G. Sharing of the Mid-Year Self-Assessment and corresponding Catch-Up
Plan will be done.
 NOTE: The School Head may choose in advance, 2 or 3 teachers to
share their Portfolio & Catch-Up Plan which may serve as models for
the others to follow.
H. Critiquing will be done.
 It is encouraged that all will focus on how to improve their present
accomplishment so that greater achievements will be expected in the
completion of the RPMS Cycle at the end of the school year.
Concluding “A friend in need is a friend indeed.”
Activity (Play the song, ONE FRIEND by Dan Seals)
A friend who remains faithful when you need to help is a good friend to trust. A friend
who can help you grow professionally, can help you fulfill your role as a good teacher.
Be that FRIEND to others.

Prepared by:

ROEL E. VERSALES
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: DIFFERENTIATED INSTRUCTION
Duration of 2 Hours
Session
Key DIFFERENTIATED INSTRUCTION is a process through which teachers enhance
Understanding learning by matching student characteristics to instruction and assessment.
to be
developed
Leaning At the end of the session, participants are able to:
Objectives 1. Reflect on your current teaching practices and the degree to which they
are differentiated.
2. Establish a course goal to improve the level of differentiation in teaching
situation.
3. Develop instructional activities based on essential topics and concepts,
significant processes and skills, and multiple ways to display learning.
Resources DIFFERENTIATED INSTRUCTION
Google.com
Video: Tips & Strategies for Effective Differentiation & Instruction
https://www.youtube.com/watch?v=mVRYSC8YyYA

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory What is Differentiated instruction?
Activity How do we differentiate instruction?
Activity Discuss ways to differentiate instruction.
Show the video: https://www.youtube.com/watch?v=mVRYSC8YyYA
Tips & Strategies for Effective Differentiation & Instruction
Analysis How do we do differentiated instruction?
What are the tips for an effective differentiation?
What suggested activated could be used across curriculum areas?
Abstraction/  Differentiated instruction is a comprehensive and flexible process that
Generalization includes the planning, preparation and delivery of instruction to address the
diversity of students’ learning needs within the classroom. Through DI,
teachers take into account who they teach, what they teach, where they teach
and how they teach.
Application Group Work
Each group will make a lesson plan of the subject of their choice with
differentiated instruction.
Concluding Differentiation gets us away from “one size fits all” approach to curriculum
Activity and instruction that doesn’t fit anyone.

Prepared by:

EMMA S. CONEJOS
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: MAKING OF PARALLEL QUESTIONS BASED ON THE LEAST LEARNED
COMPETENCIES IN QUARTER 2
Duration of 2 Hours
Session
Key COMPETENCY-BASED LEARNING refers to systems of instruction, assessment,
Understanding grading, and academic reporting that are based on students demonstrating
to be that they have learned the knowledge and skills they are expected to learn as
developed they progress through their education.
COMPETENCIES- are inherent qualities an individual possesses – combining
skills, knowledge and ability.
LEAST LEARNED COMPETENCIES- competencies that are least learned by the
students.

Leaning At the end of the session, participants are able to:


Objectives 1. Understand the importance of parallel questions.
2. Make parallel questions based on the least learned competencies in
quarter 2.
3. Apply different tips and strategies on how to make parallel questions.

Resources MAKING OF PARALLEL QUESTIONS


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Write down the least learned competencies in each subject handled.
Activity
Activity Discussion on how to make parallel questions based on the least learned
competencies in quarter 2.

Analysis What are least learned competencies?


What are the uses of parallel questions? How important it is?
Abstraction/  Parallel questions will help you determined the type of questions in the test
Generalization that might be students have a difficulty in understanding the question.
Application Group Work
Making of parallel questions for each subject handled.
Concluding Group reporting.
Activity

Prepared by:

ALBERTO M. AYAO
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Session Learning Episode: PRODUCTION OF INSTRUCTIONAL MATERIALS
Duration of 2 Hours
Session
Key INSTRUCTIONAL MATERIALS are delivery vehicles for instructional lessons and
Understanding partners in the learning process. It helps the learner build more meaningful
to be personal interpretations of life and his/her world. It serves as a medium in
developed representing what the learner knows and what he/she is learning. Thus, it is
the duty of the teacher to provide learners with a wide range of materials for
learning.
Leaning At the end of the session, participants are able to:
Objectives 1. Understand the importance of instructional materials.
2. Make instructional materials that can be used across all curriculum areas.
3. Actively participate in group activity.

Resources PRODUCTION OF INSTRUCTIONAL MATERIALS


Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Introductory Write down the instructional materials to be produced.
Activity
Activity Preparation of materials to be used.

Discuss the use of each instructional materials and how it will be used in all or
across curriculum areas.
Analysis Instructional materials are vital in the learning process. The level of learning is
now more empowered by the use of the ICT integration in producing
instructional materials.
Abstraction/  Technology is very much needed in the classroom. It is the pen and paper of
Generalization the modern time. Teachers must enrich themselves so they can keep abreast
with the students’ skills and with the modernization of instruction.
Application Individual Work
Making of instructional materials.
Concluding Production of instructional materials
Activity

Prepared by:

MA. GINA J. LABADIA


Resource Speaker
SESSION GUIDE/ TRAINING DESIGN

Session Learning Episode: TEACHING DEMO ON TEACHING NUMERACY


Duration of 2 Hours
Session
Key NUMERACY. This refers to the ability to understand and use mathematical
Understanding knowledge for calculating, problem solving, and interpreting information in
to be order to arrive at educated and well-informed decisions. Numeracy is an
developed important skill for learners to master to help them prepare for life beyond the
school and within the workplace and greater community.
TEACHING STRATEGIES. These refer to techniques, practices, approaches, and
systems teachers employ in their classroom practice to advance student
learning.
Leaning At the end of the session, participants are able to:
Objectives 1. Understand the use of variety of teaching strategies in class to cater
individual needs amongst learners.
2. Explore varied ways to develop learners’ numeracy and life skills.
3. Employ the strategies in teaching numeracy.
Resources PPST Manual Resource Package; Module 2
Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Activity Group Activity
Distribute sample lesson plans to each group. Let them identify what
strategies being used.
Analysis Answer and discuss each questions:
1. How do you find the activity?
2. What did you feel when you perform the activity?
3. What are the strategies being used in each lesson plan?
Abstraction/ Numeracy should be developed consistently across different areas of learning.
Generalization Numeracy skills are built through meaningful and fun-filled activities.
Application Group Work:
Each group will be given selections about classroom scenario wherein the
teacher used strategies in teaching ENGLISH integrating numeracy. Let each
group identify these strategies and present it to the group.
Concluding
Activity

Prepared by:

JINKY O. RULONA
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN

Session Learning Episode: TEACHING DEMO ON TEACHING LITERACY


Duration of 2 Hours
Session
Key LITERACY. This refers to the capability one acquires in order to read,
Understanding understand, and construct textual material. This ability is useful in regular
to be academic and non-academic situations and contexts within the school
developed community and in different occupational areas. Literacy is not confined to
merely learning to read and write; it also encompasses a range of more
complex skills including the ability to apprehend ideas and concepts.
TEACHING STRATEGIES. These refer to techniques, practices, approaches, and
systems teachers employ in their classroom practice to advance student
learning.
Leaning At the end of the session, participants are able to:
Objectives 1. Understand the use of variety of teaching strategies in class to cater
individual needs amongst learners.
2. Explore varied ways to develop learners’ literacy and life skills.
3. Employ the strategies in teaching literacy.
Resources PPST Manual Resource Package; Module 2
Google.com

Additional Resources: Laptop, LCD Projector, Microphone, Speakers, Internet


Connection
Activity Group Activity
Distribute sample lesson plans to each group. Let them identify what
strategies being used.
Analysis Answer and discuss each questions:
1. How do you find the activity?
2. What did you feel when you perform the activity?
3. What are the strategies being used in each lesson plan?
Abstraction/ Literacy is not just about learning to read and write. Similarly, numeracy is
Generalization more than just numbers. Both skills interplay in the holistic performance of
our learners.

There are an endless number of engaging, effective strategies to get learners


to think about, write about, read about, and talk about the content you teach.
The ultimate goal of literacy instruction is to build a learner’s comprehension,
writing skills, and overall skills in communication.

Application Group Work:


Each group will be given selections about classroom scenario wherein the
teacher used strategies in teaching MATH integrating literacy. Let each group
identify these strategies and present it to the group.
Concluding
Activity

Prepared by:

TERESA A. MONSALES
Resource Speaker

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