|SESSION TOPICS

DAY 3
TOPICS
SESSION NO.
REGULAR TRACK ADVANCED TRACK
DESIGNING, ASSESSING AND
9
7:30-10:00
Group Workshop Group Workshop
FACILITATING LEARNING
OF THE K-12 STANDARDS WITH
10:00-10:30 SNACKS 21st CENTURY PEDAGOGIES

10
10:30-12:00
Group Workshop Group Workshop
2019 SUMMER IN-SERVICE TRAINING (INSET)
FOR JUNIOR HIGH SCHOOL TEACHERS

12:00-1:00 LUNCH

11
• Presentation and Critiquing of
Training Materials and Mini-
Demos
• Program Evaluation
1:00-4:00 • Distribution of Certificates
• Closing Activity
• Presentation and Critiquing of
Training Materials and Mini-
Demos
• Program Evaluation
• Distribution of Certificates
OBJECTIVES
• Closing Activity
By the end of the seminar-workshop, the participants are able to:

N.B. Schedule subject to adjustments. 1. Identify the general goal of the K-12 standards-based curriculum;
2. Discuss the process of unpacking learning goals and learning targets
REGULAR TRACK ADVANCED TRACK from the standards and competencies of a curriculum unit;
Subjects Subjects 3. Design standards-based assessments and instructional materials
Araling Panlipunan (Q3-Q4);
English
4. Prepare a curriculum map that unpacks the requirements of the K-12
Filipino
Mathematics
Araling Panlipunan subject Curriculum Guide;
English 5. Present a unit learning plan that is aligned with K-12 curriculum
Science
Filipino
Music
Mathematics standards and develops students’ 21st century skills for global
Physical Education competitiveness;
Science
TLE-HE
TLE-ICT 6. Identify the standards of the revised PEAC Certification Assessment
Values Education Instrument in the area of Curriculum, Assessment and Instruction; and
7. Align curriculum map and learning plan and classroom teaching with
PEAC Certification requirements.
|SESSION TOPICS

DAY 1 DAY 1
TOPICS TOPICS
SESSION NO. SESSION NO.
REGULAR TRACK ADVANCED TRACK REGULAR TRACK ADVANCED TRACK
• Orientation • Orientation • Using A Design Protocol for

1
continuation Map with PEAC Certification

• Overview of the 2019 Training
Program and Process for
Regular Track
9:00-10:00 • The Mandate and Goals of the
K-12 Standards-based
Curriculum
• Preparing Students to be
Globally Competitive with 21st
Century Skills
• The Nature of a Standards-
based Curriculum
• Teacher as Designer, Assessor
and Facilitator in the K-12
Program
10:00-10:30
• Overview of the 2019 Training
Program and Process for
Advanced Track
• The Mandate and Goals of the
K-12 Standards-based
Curriculum
• Unpacking the Gr 7-10 K-12
Learning Standards in the
School Curriculum Map
SNACKS
3
Assessment Instrument Aligning Standards,
Standards in Curriculum, Competencies, Assessments
Assessment and Instruction and Activities for Transfer
• Expanding the Core GRASPS
1:00-3:00 Design of a Performance Task
with
ØProject-based Learning
ØAuthentic Real World
Experiences
ØIntegration of 21st Century
Skills
ØInter-Subject Integration
ØDesign Thinking
3:00 – 3:30 SNACKS

4
• Designing with the Learning • Assessing Students’

2
• General Approaches for • Unpacking Learning
Unpacking K-12 Standards- Progression and Power Goal of Transfer in a Gr 7-10 TRANSFER of Learning in 21st
based Curriculum Standards in the School Learning Unit Century Performance Tasks
Curriculum Map • Diagram for Unpacking with Rubric, Scaffold and
3:30 – 5:00 Learning Goals in a Learning Learning Targets
10:30-12:00
Unit • Characteristics of Quality
• Using A Design Protocol for Rubric
Aligning Standards, • Writing a Rubric and Self-
12:00-1:00 LUNCH Competencies, Assessments Assessment for a Performance
and Activities for Transfer Task

3
• Unpacking AMT Learning
Goals from the Standards and
Competencies
• Designing a Unit Curriculum
1:00-3:00 Map
• Evaluating a Unit Curriculum
• Facilitating Students’
TRANSFER of Learning in 21st • Integrating 21st Century Skills
Century Performance Tasks in a Performance Task
• Diagram for Unpacking
Learning Goals in a Learning
Unit
|SESSION TOPICS
DAY 2
SESSION NO.
REGULAR TRACK
• Identifying Recurring Skills in a • Facilitating a Learner-Centered
5 Scaffold for Transfer
• Designing Activities in the
Scaffold for Transfer
7:30-10:00 • Characteristics of Quality
Rubric
• Writing a Rubric and Self-
Assessment for a Performance
Task
• Preparing a Unit Assessment
Map and Completing the
Transfer and Self-Assessment
Sections
10:00-10:30
6
• Designing with the Learning
Goal of Making Meaning in a
Gr 7-10 Learning Unit
• Using A Design Protocol for
10:30-12:00 Aligning Standards,
Competencies, Assessments
and Activities for Making
Meaning
• Shallow vs. Deep Processing
of Text
• Close Reading
• Preparing the Guided
Generalization For Discussion-
based Learning
12:00 –1:00
TOPICS
ADVANCED TRACK
Process for Students’ Learning
of MAKING MEANING
• Using A Design Protocol for
Aligning Standards,
Competencies, Assessments
and Activities for Making
Meaning
• Conducting Discussion-based
Learning with
Ø Close Reading
Ø Pinwheel Discussion
Ø Socratic Seminar
Ø Philosophical Chairs
Ø Fishbowl Discussion
• Preparing the Guided
Generalization For Discussion-
based Learning
SNACKS
• Continuation of Facilitating a
Learner-Centered Process for
Students’ Learning of
MAKING MEANING
LUNCH
DAY 2
TOPICS
SESSION NO.
REGULAR TRACK
• Designing with the Learning
Goal of Acquisition in a Gr 7-
10 Learning Unit
• Using A Design Protocol for
7
Aligning Standards,
Competencies, Assessments
and Activities for Acquisition
• Facilitating Learning with
1:00-3:00
Learner-Centered Instructional
Strategies
• Evaluating Classroom
Instruction with the PEAC CAI
Classroom Observation Form
3:00 – 3:30 SNACKS
8
• Putting Together a Unit
Learning Plan from Explore to
Transfer following the Design
Protocol
3:30 – 5:00 • Evaluating Learning Plans with • Evaluating Learning Plans with
the PEAC CAI on Curriculum,
Assessment and Instruction
ADVANCED TRACK
• Facilitating a Learner-Centered
Process for Students’ Learning
of ACQUISITION
• Designing with the Learning
Goal of Acquisition in a Gr 7-10
Learning Unit
• Using A Design Protocol for
Aligning Standards,
Competencies, Assessments
and Activities for Acquisition
• Integrating Research-based
Strategies in Classroom
Instruction
• Evaluating Classroom
Instruction with the PEAC CAI
Classroom Observation Form
• Putting Together a Unit
Learning Plan from Explore to
Transfer following the Design
Protocol
the PEAC CAI on Curriculum,
Assessment and Instruction