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
EVALUATION OF PARTICIPANTS’ WORKSHOP OUTPUTS
(All Tracks)
Direction: Use the following form to review the group output. Revise accordingly if certain items are partially or
not accomplished at all.
NOT
PARTIALLY ACCOMPLISHED
LEVELS OF ACCOMPLISHMENT ACCOMPLISHED
ACCOMPLISHED
PART I. DESIGN OF A SAMPLE GRADE 7 UNIT CURRICULUM MAP
1. The Learning Competencies are unpacked and classified
according to learning goals:
A. (T) Transfer Goal
B. (M) Enduring Understanding
C. (A) Competencies
2. The Unit Curriculum Map follows the given format.
3. The MATATAG Gr 7 Unit Standards and Learning
Competencies for the selected topic are stated in the Unit
Curriculum Map.
4. There is general alignment of the selected unit’s
standards, competencies, learning goals, assessments,
activities, resources and values in the sample Unit
Curriculum Map.
5. The sample Unit Curriculum Map addresses the various
items of the PEAC Certification Assessment Instrument
sections on Curriculum, Assessment and Instruction.
PART II. DESIGN OF SAMPLE GRADE 7 UNIT LEARNING PLAN
6. The Unit Content and Performance Standards are stated
and align with the corresponding Unit Curriculum Map.
7. The learning plan has clearly marked sections for Explore,
Firm Up, Deepen and Transfer.
Internal Use
8. The unit learning objectives and learning targets are stated
and spread in the different sections.
9. The Explore section states an engaging Essential
Question.
10. Students’ initial ideas about the Essential Question are
elicited through a map of conceptual change and later on
revisited and compared.
11. The Firm Up section shows Acquisition activities with
procedures for students to follow. The Acquisition
activities use varied learner-centered and research-based
strategies and applications.
12. The Deepen section shows Making Meaning activities with
procedures for students to follow. The Making Meaning
activities use varied deep learning strategies (e.g., Close
Reading, Claim-Evidence-Reasoning, Guided
Generalization) and applications.
13. Sample assessments with success criteria are shown for
formative and summative assessments of Acquisition and
Making Meaning types of competencies.
14. The Transfer section shows the Performance Task.
15. The Performance Task is aligned with the Unit
Performance Standard.
16. The Performance Task is in GRASPS format.
17. A sample output of the Performance Task is described
with a suggested Web 2.0 application.
18. Activities for scaffolding students’ accomplishment of the
Performance Task are provided. Step-by-step procedures
(such as those given in a Performance Task Playlist) are
also given for students in the use of Web 2.0 applications
related to the Performance Task.
19. A rubric and self-check guide for the Performance Task are
provided. These assess the students’ skills in the transfer
of learning as indicated by the unit’s transfer goal.
20. The unit learning plan shows a coherent flow and
development from one section to another.
Internal Use
