Session Guide
Session Guide
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
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.
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.
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.
Learning becomes successful when the teacher is able to guide the learners in
each step of the teaching-learning process leading to independent practice.
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.
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.
Learning becomes successful when the teacher is able to guide the learners in
each step of the teaching-learning process leading to independent practice.
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?
Discussion:
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
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.
Prepared by:
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
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
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
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
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.
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.
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:
Prepared by:
JINKY O. RULONA
Resource Speaker
SESSION GUIDE/ TRAINING DESIGN
Prepared by:
TERESA A. MONSALES
Resource Speaker