Summer 2015 in service training (inset) for

SUMMER 2015 IN-SERVICE TRAINING (INSET) FOR GRADE

10 TEACHERS OF PRIVATE SCHOOLS

(MAY 7-9, 2015)

3-DAY SEMINAR/WORKSHOP

WIDUS HOTEL AND CASINO

CLARK FIELD FREEPORT ZONE, PAMPANGA

OBJECTIVES:To provide teachers with an overview of the content and requirements of the K-12 Program in general, and grade 10 in particular;

To discuss the process of teaching Grade 10 standards

To orient teachers on their roles as designers, assessors, and facilitators of learning;

To guide teachers in preparing a learning module and other supporting materials for assigned Grade 10 level curriculum content and performance standards and competencies in five subject areas

SESSIONS

The Mandate, Goal and Learning Outcomes of K-12 Basic Education Curriculum

Designing Standards-Based Learning Modules for Understanding (Stage 1 : Desired results (A), Meaning Making (M) , Transfer (T); Stage 2: Assessment of Knowledge and Skills; Activities for Knowledge and Process/ Skills, Stage 3 ( Activities for Understanding)

Formative Assessment and Unit Assessment Map

Unit Activities and Learning Plan

Developing Skills for Independent Learning

Revised ESC Classroom Observation Form

MANDATES OF K-12 BASIC EDUCATION

CURRICULUMGoal: Lifelong learning and employmentBases of K-12: R.A. No. 10533/ Enhanced Basic Education Act of 2013

“ For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills, and values for both lifelong learning and employment

“80% educating ways like the past, 15 % for today and only few of us are looking for tomorrow...” Dr. Kirpal Singh, Associate Professor Singapore Management University

“Educating for the unknown for what might come in the nimbus way thinking about it…. Code the expected and unexpected. 90% of what we teach is a waste of time” –David Perkins, Senior Professor, Harvard Graduate School of Education

“We are teaching kids about the past. We need to teach kids about the future. How to survive the EXTREME FUTURE

The trends will shape the world for the next 5, 10, and 20 years” – James Canton

SEVEN CS- 21ST CENTURY LIFELONG SKILLS

Critical Thinking and DoingCreativityCollaborationCross-cultural UnderstandingCommunicationComputing/ ICT LiteracyCareer and Learning Self-Reliance

ARE WE EDUCATING FOR COMPETITIVENESS?

Employers Rate Candidate Skills/ Qualities

Ability to verbally communicate with persons inside and outside the organization

Ability to work in a team structureAbility to make decisions and solve problems

Ability to plan, organize, and prioritize work

EMPLOYERS RATE CANDIDATE SKILLS/

QUALITIES

Ability to obtain and process information

Ability to analyze quantitative data

Technical knowledge related to the job

Proficiency with computer software programs

Ability to create and/or edit written reports

Ability to sell or influence others

7 cs!

GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTS

Inventive ThinkerPROBLEM- SOLVER

Ganap na Pilipino na may kapaki-pakinabang na Literasi

Responsableng Mamamayan

Effective Communicator and Multiliterate

KEY TEACHER ROLES IN K-12 PROGRAM

TEACHER

DESIGNER

ASSESSOR

FACILITATOR

UNPACKING STANDARDS AND COMPTENCIES

STAGE 1: DESIRED RESULTS (TEACHER AS DESIGNER)

Content StandardPerformance Standard From Curriculum guideLearning Competencies DepEd

STAGE 2: ASSESSMENT ( TEACHER AS ASSESSOR)FORMATIVE ASSESSMENTSUMMATIVE ASSESSMENTUNIT ASSESSMENT MAP

FORMATIVE SUMMATIVE

PURPOSE TO IMPROVE THE INSTRUCTION AND PROVIDE STUDENT FEEDBACK

TO MEASURE STUDENT COMPETENCY

WHEN ADMINISTERED ON GOING THROUGHOUT UNIT

END OF UNIT

HOW STUDENTS USE RESULTS

TO SELF-MONITOR TO GAUGE THEIR PROGRESS TOWARD COURSE OR GRADE LEVEL GOALS AND BENCHMARKS

HOW TEACHERS USE RESULTS

CHECK FOR UNDERSTANDING

FOR GRADE AND PROMOTION

WHY WE NEED TO USE UNIT ASSESSMENT MAP?

IT TELLS THE TEACHER TO IDENTIFY HOW MANY FORMATIVE ASSESSMENT HAS BEEN PROVIDED TO THE STUDENTS FOR THEM TO ACHIEVE SUCCESS

The more FORMATIVE ASSESSMENT is done, the greater is the level of student achievement and success

STAGE 3: LEARNING ACTIVITIES (TEACHER AS FACILITATOR) UNIT ACTIVITIES MAP LEARNING PLAN CALENDAR TWELVE ELEMENTS TO SUPPORT LEARNING STAGES OF LEARNING PLAN THE USE OF TECHNOLOGY AND WEB 2.0

UNPACKING STANDARDS AND COMPTENCIES

TWELVE ELEMENTS TO SUPPORT LEARNING

Active involvement Social ParticipationMeaningful activitiesRelating new information to prior learningBeing StrategicEngaging self-regulation and being reflectiveRestructuring prior knowledgeAiming towards understanding rather than

memorizationHelping students learn to transferTaking time to practiceDevelopmental and individual differencesCreating motivated learners

STAGES OF LEARNING

EXPLORE – provides HOOK activities Done at the beginning Elicit prior knowledge through a specific map of

conceptual change FIRM UP – provide activities and assessment

related to acquiring knowledge and process skills and competencies

DEEPEN – have students integrate different information from firm up

Pose misconceptions and have students correct them

TRANSFER –demonstrate knowledge, skills, and understanding in GRASP task

THE USE OF WEB 2.0 AND THE USE OF TECHNOLOGY

Digital cartoon Blaberrize.com Goanimate.com Powtoons.com Spicynodes.com

DEVELOP SKILLS FOR INDEPENDENT LEARNING

SRL – Self Regulated Learning COGNITIVE

REHEARSAL ELABORATION ORGANIZATION

METACOGNITIVE SELF MONITORING SELF-EVALUATION

AFFECTIVE SELF-EFFICACY (REFLECTION JOURNAL)

RESOURCE MANAGEMENT SEEKING HELPP FROM OTHERS SEEEKING INFORMATION

“WE are trying to teach 21st century skills with 20th century teachers in 19th century learning environments”

-The 2012 International Summit on the Teaching Profession

21ST CENTURY LEARNERSENGAGE ME

21ST CENTURY TEACHERS