session guide for workshop on empowering secondary schools through CPD For transformative

Training workshthrough CPD for Transformative IN-service Training on empowering secondary schools

1. TRAINING WORKSHOP ON EMPOWERING SECONDARY SCHOOLS THROUGH CPD FOR TRANSFORMATIVE IN-SERVICE TRAINING ACTIVITIES 1 October 12, 2024 El Circulo Convention Center, Roxas City Department of Education 1 National Educators Academy of the Philippines

2. Crafting Impactful Session Guides: Strategies for Effective INSET Design LALAIN E. DE LOS SANTOS PhD Resource Speaker 2

3. 3 1 Review the participants on the 4 As format; 2 Distinguish how the 4 As can be used in the session guide writing; and 3 Familiarize and guide the participants on the use of the standard session guide writing template SESSION OBJECTIVES

4. 4 Check–In Activity

5. 5 The 4As Format is consists of Activity, Analysis, Abstraction and Application. 2. The Activity is consists of a series of questions to process the tasks given to the learners.

6. 6 3. In the Abstraction, the session guide writer gives a brief discussion of the topic and provides a summary of the new concept to the learners. 4. The Application is consists of an activity that allows the learners to use their new knowledge to a real-life situation.

7. 7 5. The Activity is consists of an engaging task that activates the learners’ prior knowledge and links them to the new lesson.

8. 8 To write a session guide on assigned modules in IPBSH using a standard format and template SESSION OUTPUT

9. THE 4 As Format 9 A ACTIVITY Activates prior knowledge Set of engaging activity/ ies that will link the learners to the new lesson

10. 10 A ACTIVITY Session Topic: Special Curricular Programs Priming Know Your Strength   Distribute copies of the Multiple Intelligence Test. Instruct the participants to answer the test in five minutes to determine their intelligence.   Example: After the priming activity, ask the participants to answer the following question:  Say:  What are the advantages and disadvantages of using tests like the one you just answered? 2. Why is it necessary for school heads to know one’s school profile, such as the multiple intelligences of the students one’s school caters to?

11. 11 A ACTIVITY Activity 1: Case Study 1  (This links the learners to the new lesson) Instructions: 1. Divide the participants into smaller groups. 2. Present the caselet on special curriculum program and ask them to read and analyze.   Example Case Study 1   The Office of the Schools Division Superintendent issued a memo calling all schools to submit data on school curricular programs based on the learners’ preferences. This serves as basis in identifying the special curricular program that will be offered to the division. As a school head, you immediately prepared a survey checklist on special curricular programs and asked the class advisers in each section from all grade levels to conduct a random survey in the classroom. Upon consolidating the responses of the students, the data gathered were as follows:

12. 12 A ACTIVITY Example Grade level # of Students who took the survey SPECIAL INTEREST PROGRAMS Science Sports Arts Foreign Language Male Female Male Female Male Female Male Female Male Female Grade 7 225 297 36 78 142 26 26 145 21 48 Grade 8 195 253 23 70 123 23 31 123 18 37 Grade 9 175 226 25 57 113 15 24 98 13 56 Grade 10 157 198 33 68 88 17 21 79 15 34

13. 13 A ACTIVITY Example Grade level # of Students who took the survey SPECIAL PROGRAMS SPJ STVEP SPFL Male Female Male Female Male Female Male Female Grade 7 225 297 69 95 135 154 21 48 Grade 8 195 253 61 89 120 127 18 37 Grade 9 175 226 33 78 129 92 13 56 Grade 0 157 198 31 75 111 89 15 34

14. THE 4 As Format 14 A ANALYSIS Making connections through sets of questions Series of questions to process the activity

15. 15 A ACTIVITY Example After reading and analyzing the data, ask the participants this question:   Say:   What do you think do the data suggest regarding the special interests of the learners in the school?

16. THE 4 As Format 16 ANALYSIS ACTIVITY Question 1 Question 2 Question 3 Question 4 Questions *Never give an activity without processing it

17. 17 A ANALYSIS Do : Process the activity by asking the following: Ask: What is the implication of the results of survey conducted for the students to you as a school head? 2. What step/s will you do next after gathering the data? 3. What special curricular program will you propose based on the data gathered? 4. What are the different Special Curricular Programs in DepEd? 5. What DepEd Orders support these special curricular programs? Example What Is My Role?

18. 18 A ANALYSIS 6. What are the factors to consider in offering special curricular programs? 7. What are the processes in offering a special curricular programs? 8. What do you think are the challenges that can be encountered in offering Special Interest Programs and Learner Support? 9. How can these challenges affect your role as a school head? 10. How can your position and function as a school head influence in addressing these challenges? Example

19. THE 4 As Format 19 A ABSTRACTION brief discussion of the new concept/lesson Summary of the new lesson/concept

20. 20 A ABSTRACTION Brief Discussion Discuss the following:  Special Curricular Programs and Learner Support Differences between Special Curricular Programs and Special Interest Programs Importance of Special Curricular Programs and Learner Support Roles of School Heads in the implementation of the programs Example

21. 21 A ABSTRACTION Brief Discussion Ask: Why are certain Special Curricular Programs specific only to a grade level or to a group? 2. Why are learner support programs considered integral in the education programs? 3. What are the considerations in offering Special Curricular and learner support programs? Example

22. 22 A ABSTRACTION   Key Points for Action Research Component: 1. Sampling Who were the participants in the case study presented? How many respondents were there in the case study? How were the respondents in the case study selected? What are the characteristics of the respondents in the case study? 2. Data Gathering Methods What tool or instrument was used in gathering the data needed in the case study? What possible procedures were observed by the teachers in conducting the survey? Example

23. 23 A ABSTRACTION   Key Points for Action Research Component: 3. Data Analysis Plan How were the data in the survey analyzed? What method was used in analyzing the data gathered in the case study? Example GENERALIZATION Ask: What are the different Special Curricular Programs and Learners Support that can be offered in the school? What are the importance of these programs in the development of the learners?

24. THE 4 As Format 24 A APPLICATION Applying knowledge to a new situation (real-life situations)

25. 25 A APPLICATION *Insert another Case Study here Say : Read and analyze the case study 2 presented. Do :   *Based on the case study, develop an Action Plan in the establishment of a special/inclusion program that will cater to the specific needs of your learners, following the format below:   Example LEARNER SUPPORT/SPECIAL PROGRAM: _____________________________ Objective: Project/Activities: Resource/s: Focal Person: Time Frame: Closure:   Wrap up the discussion depicting the diversity of learners and end with a quotation.

26. 26 Closure:   Do: Wrap up the discussion depicting the diversity of learners and end with a quotation. (Can give a brief final statement) Say: “Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.” -Ola Joseph

27. 27 T TEMPERATURE CHECK If you were one of the 4 As, which of the 4 As are you? Why?

28. What is a Session Guide? 28 S A session guide outlines the detailed process and content that the learning facilitator will follow to achieve each learning session objective . It also contains time allocation and learning resource materials needed to deliver each session.

29. Session Guide Template 29 S

30. What are the ELEMENTS of a Session Guide? 30 S

31. 31 Title of the Program/Course Terminal Objective What learners will be able to do by the end of the program/course Enabling Objectives What learners will be able to do by the end of each major learning block or module SESSION GUIDE TEMPLATE Based on the L&D System Manual

32. 32 Title of the Session Session Objectives What learners will be able to do by the end of the session Session Outputs Outputs that learners will produce by the end of the session Session Duration & Time Specific time and number of hours and/or minutes allocated for the session Key Content Topics to be covered during the session Learning Resource Package Delivery and learning materials that will be used for the session SESSION GUIDE TEMPLATE

33. 33 SESSION GUIDE TEMPLATE (1) Time (2) Session Learning Objectives (3) Detailed Content Outline (4) Detailed Description of the Methodology (5) Learner’ Output (6) Learning Resource Materials Session Schedule and duration What learners will be able to do by the end of the session Specific content (facts, concepts, principles, procedures, etc.) to be covered in the session How methodology be carried out, including administration and processing of activities and exercises What learners are expected to produce by the end of the session Supplies and learning materials needed in the conduct of the session

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