2024 IN-SERVICE TRAINING FOR JUNIOR HIGH SCHOOL TEACHERS

THEME: Teaching Students to be Future Ready in a VUCAD World with 21st Century Skills and Mastery of MATATAG Learning Competencies

PROGRAM AND SCHEDULE

OBJECTIVES: At the end of the three-day program, the teachers are able to:
1. Prepare and present sample curriculum maps that are based on the DepEd MATATAG Grade 7 curriculum guides and show application of unpacking
and alignment of standards, competencies, activities, assessments, resources and institutional core values
2. Prepare and present sample learning plans that engage and enable students to demonstrate mastery of the required competencies of the MATATAG
Grade 7 curriculum and related 21st century skills
3. Integrate success criteria in formative and summative assessments to ensure students’ proficiency of required standards and learning competencies
4. Evaluate curriculum maps and learning plans with relevant items in the Curriculum, Assessment and Instruction area of the 2024 Junior High School
(JHS) Certification Assessment Instrument (CAI)

SESSION TOPICS

DAY 1
SESSION ADDITIONAL SUBJECTS ACADEMIC SUBJECTS ACADEMIC SUBJECTS
TIME
NO. (REGULAR TRACK) (REGULAR TRACK) (ADVANCED TRACK)
8:30-9:00 AM Preliminaries and Orientation
1 9:00-10:00 AM -Overview of the 2024 Training Program -Overview of the 2024 Training Program -Overview of the 2024 Training Program
and Process for Additional Subjects and Process for Regular Track Subjects and Process for Advanced Track Subjects
-Orientation on INSET Workshop Outputs -Orientation on INSET Workshop Outputs -Orientation on INSET Workshop Outputs
and Qualification for CPD Units and Qualification for CPD Units and Qualification for CPD Units
-The Challenge of Enabling Students to be -The Challenge of Enabling Students to be -The Challenge of Enabling Students to be
Future Ready and Functional in a VUCADD Future Ready and Functional in a VUCADD Future Ready and Functional in a VUCADD
World World World
-The MATATAG Curriculum Program and -The MATATAG Curriculum Program and -The MATATAG Curriculum Program and
Framework: Framework: Framework:
• Reasons for and Process of • Reasons for and Process of • Reasons for and Process of
Revision of MELCs Revision of MELCs Revision of MELCs
• Directions of Curriculum • Directions of Curriculum • Directions of Curriculum
Framework Framework Framework
• The Importance of 21st Century • The Importance of 21st Century • The Importance of 21st Century
Skills Skills Skills
 • Learning Principles • Learning Principles • Learning Principles
-The Teacher’s Roles as Designer, -The Teacher’s Roles as Designer, -The Teacher’s Roles as Designer,
Facilitator and Assessor of Learning Facilitator and Assessor of Learning Facilitator and Assessor of Learning

-Workshop: Grouping and Discussion of -Workshop: Grouping and Discussion of -Workshop: Grouping and Discussion of
Q2 Unit Topic for Training Output Q2 Unit Topic for Training Output Q2 Unit Topic for Training Output
10:00-10:30 AM BREAK
2 10:30-12:00 NN -Learning Area’s Scope and Content -Learning Area’s Scope and Content -Learning Area’s Scope and Content
Focus (based on Learning Area Shaping Focus (based on Learning Area Shaping Focus (based on Learning Area Shaping
Paper) Paper) Paper)
-Protocol and Techniques for Prioritizing -Protocol and Techniques for Prioritizing -Protocol and Techniques for Prioritizing
and Unpacking Curriculum Unit and Unpacking Curriculum Unit and Unpacking Curriculum Unit
Standards and Learning Competencies Standards and Learning Competencies Standards and Learning Competencies
-Aligning Standards, Competencies, -Aligning Standards, Competencies, -Aligning Standards, Competencies,
Activities, Assessments, Resources and Activities, Assessments, Resources and Activities, Assessments, Resources and
Core Values Core Values Core Values
-Identifying Power and Support Learning -Identifying Power and Support Learning -Identifying Power and Support Learning
Competencies using REAL Criteria Competencies using REAL Criteria Competencies using REAL Criteria

-Workshop: Discussion of Application of -Workshop: Discussion of Application of -Workshop: Discussion of Application of

Unpacking and Alignment in Q2 Unit Topic Unpacking and Alignment in Q2 Unit Unpacking and Alignment in Q2 Unit
Topic Topic
12:00-1:00 PM LUNCH
3 1:00-3:00 PM -Continuation of Aligning Standards, -Continuation of Aligning Standards, -Continuation of Aligning Standards,
Competencies, Activities, Assessments, Competencies, Activities, Assessments, Competencies, Activities, Assessments,
Resources and Core Values Resources and Core Values Resources and Core Values
- Preparing the Q2 Unit Curriculum Map - Preparing the Q2 Unit Curriculum Map - Preparing the Q2 Unit Curriculum Map

-Workshop: Learning Areas’ Discussion of -Workshop: Learning Areas’ Discussion of -Workshop: Learning Areas’ Discussion of
Q2 Unit Curriculum Map Q2 Unit Curriculum Map Q2 Unit Curriculum Map
3:00-3:30 PM BREAK
4 3:30-5:00 PM - Writing Transfer Goal and GRASPS - Writing Transfer Goal and GRASPS - Writing Transfer Goal and GRASPS
Performance Tasks Performance Tasks Performance Tasks
- Integrating 21st Century Skills in the - Integrating 21st Century Skills in the - Integrating 21st Century Skills in the
Performance Tasks Performance Tasks Performance Tasks
- Critiquing Sample Performance Tasks - Critiquing Sample Performance Tasks - Performance Tasks with Integration of
- Unit Sample Performance Tasks - Unit Sample Performance Tasks Different Subjects
- Unit Performance Task Rubric - Unit Performance Task Rubric - Critiquing Sample Performance Tasks
- Unit Sample Performance Tasks
 -Workshop: Learning Areas’ Discussion of -Workshop: Learning Areas’ Discussion of - Unit Performance Task Rubric
Unit Sample Performance Tasks and Unit Sample Performance Tasks and -Workshop: Learning Areas’ Discussion of
Rubric Rubric Unit Sample Performance Tasks and
Rubric
DAY 2
5 8:00-9:30 AM -Mastery Learning with Convergent and -Mastery Learning with Convergent and -Mastery Learning with Convergent and
Divergent Thinking Divergent Thinking Divergent Thinking
- Convergent Thinking with Acquisition - Convergent Thinking with Acquisition - Convergent Thinking with Acquisition
Competencies and Factual and Competencies and Factual and Competencies and Factual and
Procedural Knowledge Procedural Knowledge Procedural Knowledge
- Strategies for Teaching Factual and - Strategies for Teaching Factual and - Strategies for Teaching Factual and
Procedural Knowledge Procedural Knowledge Procedural Knowledge
- Workshop: Drafting the Firm Up section - Workshop: Drafting the Firm Up section - Workshop: Drafting the Firm Up section
of the EFDT Learning Plan of the EFDT Learning Plan of the EFDT Learning Plan
9:30-10:00 AM BREAK
6 10:00-12:00 NN - Divergent Thinking with Make Meaning - Divergent Thinking with Make Meaning - Divergent Thinking with Make Meaning
Learning Competencies and Learning Competencies and Learning Competencies and
Understanding Understanding Understanding
- Surface Processing and Learning vs. - Surface Processing and Learning vs. - Surface Processing and Learning vs.
Deep Processing and Learning Deep Processing and Learning Deep Processing and Learning
- Close Reading and Claim-Evidence- - Close Reading and Claim-Evidence- - Close Reading and Claim-Evidence-
Reasoning Reasoning Reasoning

-Workshop: Drafting the Deepen sections -Workshop: Drafting the Deepen sections -Workshop: Drafting the Deepen sections
of Learning Plan/Module of Learning Plan/Module of Learning Plan/Module
12:00-1:00 PM LUNCH
7 1:00-3:00 PM - Classroom Assessment Matrix - Classroom Assessment Matrix - Classroom Assessment Matrix
- The Nature and Writing of Learning - The Nature and Writing of Learning - The Nature and Writing of Learning
Targets Targets Targets
- The Nature of Success Criteria - The Nature of Success Criteria - The Nature of Success Criteria
- Identifying Success Criteria and Aligning - Identifying Success Criteria and Aligning - Identifying Success Criteria and Aligning
with Learning Targets with Learning Targets with Learning Targets
- Using Success Criteria in Formative and - Using Success Criteria in Formative and - Using Success Criteria in Formative and
Summative Assessments Summative Assessments Summative Assessments

-Workshop: Drafting Sample Learning -Workshop: Drafting Sample Learning -Workshop: Drafting Sample Learning
Targets and Success Criteria for Unit Targets and Success Criteria for Unit Targets and Success Criteria for Unit
Learning Competencies Learning Competencies Learning Competencies
3:00-3:30 PM BREAK
8 3:30-5:00 PM - Walkthrough of EFDT Learning - Walkthrough of EFDT Learning - Walkthrough of EFDT Learning
Plan/Module Plan/Module Plan/Module
- Comparison with 4Es Model - Comparison with 4Es Model - Comparison with 4Es Model
- Peace Education and Values Integration - Peace Education and Values Integration - Peace Education and Values Integration

-Workshop: Drafting of Explore and -Workshop: Drafting of Explore and -Workshop: Drafting of Explore and
Values Integration sections of Learning Values Integration sections of Learning Values Integration sections of Learning
Plan/Module and Assembly of all Sections Plan/Module and Assembly of all Sections Plan/Module and Assembly of all Sections
DAY 3
9 8:00-10:00 AM -Evaluation Tool for Group Outputs -Evaluation Tool for Group Outputs -Evaluation Tool for Group Outputs
-Group Workshop for Design of Sample -Group Workshop for Design of Sample -Group Workshop for Design of Sample
Unit Curriculum Map and Learning Plan Unit Curriculum Map and Learning Plan Unit Curriculum Map and Learning Plan
10:00-10:30 AM BREAK
10 10:30-12:00 NN Continuation of Group Workshop for Continuation of Group Workshop for Continuation of Group Workshop for
Design of Sample Unit Curriculum Map Design of Sample Unit Curriculum Map Design of Sample Unit Curriculum Map
and Learning Plan and Learning Plan and Learning Plan
12:00-1:00 PM LUNCH
11 1:00-4:00 PM -Presentation and Critiquing of Workshop -Presentation and Critiquing of Workshop -Presentation and Critiquing of Workshop
Outputs Outputs Outputs
-Synthesis and Closing -Synthesis and Closing -Synthesis and Closing
-Program Evaluation -Program Evaluation -Program Evaluation
N.B. Schedule subject to adjustments.

REGULAR TRACK ADVANCED TRACK

Subjects Subjects
Araling Panlipunan
English
Filipino
Mathematics
Araling Panlipunan
Science
English
Filipino
Additional Subjects
Mathematics
Music
Science
Physical Education
TLE-HE
TLE-ICT
Values Education