PD PROGRAM DESIGN
Resource
Session
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
No.
Matter Expert
Indicate Determine List content areas State in behavioral terms Describe in detail or step- Identify concrete Indicate the
session time essential to attaining the what participants will be by-step procedure how the outputs (e.g., appropriate resource
number allocation for learning objectives able to do right after a assigned resource speaker recommendations, speakers/subject-
. each session, (producing the outputs). learning session. will deliver content and lesson exemplars, matter experts who
considering engage the learners. proposals, TA plan, will deliver the
the session reflection journal, session.
objective/s Indicate the relevant instructional material,
and output to learning resources that will etc.) that will be
be be used to support the produced by the BCD
accomplished delivery of content and the participants during and
. attainment of the session by the end of each
objectives. session.
Incorporate the use of
varied formative
assessments such as
multiple checks for
understanding, guided
practice, independent
practice, etc.
DAY 1
8:00-8:30
Registration
(30 minutes)
8:30-9:00
Opening Program
(30 minutes)
Highlight on: Assessment,
Policy Guidelines on
9:00-10:00 schedule of lesson plan
the Implementation of
Session checking, teachers load, #
the MATATAG
No.1 (1 hour) of hours for teaching, NLP,
Curriculum
NRP, 3Ps, etc. and FAQ
10:00 -10:15 Break
(15 minutes)
● Understand the INTRODUCTION:
context of the Greet/Welcome pax,
MATATAG K to 10 introduce yourself,
The General Shape of Program session title, objectives,
the MATATAG and outline.
Curriculum ● Describe the
curriculum revision ACTIVITY: Hot Air
1. Context of the process and factors Balloon Retrospective
MATATAG which guided the
Curriculum revisions 1. Explain the
10:15 -11:00 Accomplished
Session 2. Curriculum Review mechanics of the
Worksheet 1
No. 2 Process and Factors ● Identify the salient Hot Air Balloon
(45 minutes) (Reflection)
which guided the features of the Retrospective.
revision MATATAG
3. Salient Features of Curriculum 2. Using colored
the MATATAG metacards, ask the
Curriculum ● Reflect on the participants to write
4. Ways Forward and aspirations and their answers about
Aspirations ways forward of the the four questions
MATATAG posted on the
Curriculum screen (word or
phrase)
Orange or yellow:
Hot air
Blue: sunny skies,
Brown: sandbags
Gray: dark clouds
ANALYSIS
1. To process the
activity, raise guide
questions to the
participants. Ask
some participants
to share their
answers to the
plenary.
2. Close the analysis
activity by
reminding the
participants that
failure to align
instructional
practices with
curriculum
standards can lead
to a lack of clarity
in educational
outcomes such as
misalignment of
learning objectives
and inconsistent
classroom
practices.
ABSTRACTION
1. Play the recorded
video which
discusses the
following contents:
a. Context of
the
MATATAG K
to 10
Curriculum
b. Curriculum
Revision
Process
c. Factors
which Guided
the Revision
d. Salient
Features of
the
MATATAG
Curriculum
e. Ways
Forward and
Aspirations of
the
MATATAG
Curriculum
2. To check the
participants’
understanding, the
video has been
spliced per key
content. Elicit
answers from the
participants on the
provided questions.
APPLICATION: My
Learning Journey
1. In two minutes, ask
the participants to
write down what
they have learned at
every stage of the
general shape of the
MATATAG
Curriculum?
2. The participants
may opt to share
their answers using
the online
interactive platform
PADLET or the
printed worksheet.
3. Provide the
mechanics in using
the PADLET and
show the QR Code
for the activity.
4. After 2 minutes,
present the PADLET
interface then read
the live responses of
the participants.
CLOSING
1. Wrap up the session
by going back to the
Hot Air Balloon
Retrospective and
relate it to the key
contents of the
MATATAG
Curriculum.
2. Share the quote to
the participants
about
“A good curriculum is
not about covering
content; it's about
creating experiences for
students to engage with
and make meaning of the
content." - Grant Wiggins
INTRODUCTION:
Greet/Welcome pax,
introduce yourself,
session title, objectives,
and outline.
Overview of ACTIVITY
Instructional Design 1. Form 5 groups
Framework (IDF) 2. Provide each group
with a copy of the
● Define Instructional anticipation guide
1. Understanding the Design Framework 3. Present the
Instructional (IDF); mechanics of the
Design (ID) ● Identify the different activity
Framework components of the
11:00 -12:00 Instructional Design ANALYSIS
Session 2. Understanding how 1. Process the Reflective Journal
No. 3 learning happens in Framework (IDF); and
(1 hour) responses of the
the brain ● Express appreciation
of the importance of participants.
3. Principles, Key Instructional Design 2. Allow group
Aspects, and discussion to enrich
as a foundation for
Essential Facets of the conversation.
ID designing learning
opportunities using
4. Curriculum, the reflective journal. ABSTRACTION
Teaching, and 1. Present and discuss
Assessment the:
a. Overview and
foundations of the
instructional
design framework
b. Fundamental
principles
directing
successful
instructional
design, 4 C’s
c. Key elements for
the development of
an appropriate
teaching and
learning process,
4 I’s and 4 E’s
d. Significance of
the curriculum,
Teaching
(Pedagogy) and
assessment in the
IDF
e. Adopting reflective
practices to
improve teaching
and learning
process
f. Better
understanding of
the K to 10
Instructional
design as
articulated in the
reflection paper
APPLICATION
1. Ask the participants
to complete the
reflection journal
template.
2. By pairs, the
participants will
share briefly their
reflections.
CLOSING
1. Read the quotation
shown in the slide.
12:00 - 1:00
Lunch
(1 hour)
Break out per
1:00 - 1:30
LEARNING AREA
(30 minutes)
Pre - Test
● Explain the Salient
Session Features of the
No. 4 Learning Area Shaping
(With Walkthrough of Paper
1:30 - 3:30 Refer to Grade Level-/ Accomplished
subsess [Learning Area] ● Share one’s
Shaping Paper & Learning Area-specific PD Reflection Paper
ions/lea appreciation on the
(2 hours) process of unpacking Design
rning importance of the
area/qu Shaping Paper to the
arter teaching and learning
process.
3:30-3:45
Health Break
(15 minutes)
Understanding the
3:45-4:45 Curriculum. Pedagogy, Refer to Grade Level-/
Assessment and Learning Area-specific PD
(1 hour) Learning Resources Design
and Technology (Q1-4)
4:45-5:00 End of the Day
Evaluation and
(15 minutes) Reminders
DAYS 2, 3 &
4
Preliminaries
8:00 - 8:30
(30 minutes)
Understanding the
8:30-10:00 Curriculum Pedagogy,
Assessment and
(1 hour & 30
minutes) Learning Resources
and Technology (Q1-4)
10:00-10:15
Health Break
(15 minutes)
Understanding the
Curriculum Pedagogy,
10:15-12:00
Assessment and
Learning Resources
and Technology (Q1-4)
12:00-1:00
Lunch
(1 hour)
Understanding the
1:00-2:30 Curriculum Pedagogy,
Assessment and
(1 hour & 30 Learning Resources
minutes) and Technology (Q1-4)
Collaborative
Expertise in the 1. Describe Priming:
Context of Teaching situations Review of participants’
the Matatag illustrating understanding on
Curriculum collaborative Learning Action Cell
expertise. through LAC POP Quiz.
2:30 - 3:30
Session Subtopics:
5 2. Analyze case Analysis:
(1 hour)
DepEd Order 35, s. studies of Based on participants’
2016 successful responses, provide general
DepEd Order 14, s. collaborative understanding on how
2023 learning expertise. participants’ view LAC.
Collaborative
Expertise
3. Execute Lecturette: Short
collaborative discussion on DepEd 35,
expertise planning S. 2016
Activity:
Presentation of case
studies on LAC for
participants’ identification
of LAC practices. This is
through the activity LAC
or NOT?
Analysis:
Based on the participants’
responses, provide
observation on how
participants’ practice LAC
in their respective
workplace.
Abstraction:
Discussion on Learning
Action Cell and
Collaborative Expertise
Session including the
suggested mechanisms.
Application:
The participants will
simulate the conduct of
Collaborative Expertise
Session on Planning for
Instruction. Refer to “Let’s
Collaborate” activity
3:30 - 3:45
Health break
(15 minutes)
3:45 - 4:45 Cont. Collaborative
Expertise (NEAP)
(1 hour)
4:45- 5:00 End of the Day
Evaluation and
(15 minutes) Reminders
DAY 5
8:00-8:15 Preliminaries
(15 minutes)
At the end of the Priming: Linking Class
session, the Observation with
participants will be Collaborative Expertise
able to:
Activity: Group Work on
Experiences Regarding
Classroom Observation
1. Revisit the
nature of Amaflor Casi Alde,
classroom PhD, Public Schools
Analysis: Discussion on District Supervisor
Class Observation in
observation, its the Essence of Classroom
the Context of the protocols, tools, Observation Based on the List of experiences from SDO Caloocan, NCR
8:00-11:00 and key players;
Session Matatag Curriculum Activity classroom observations
6 (with break) 2. Review some of based on the given
(3 hours) the classroom
Subtopics: themes.
observable Christopher S.
indicators Abstraction: Discussion Santos, Principal
relative to the on the Nature of
Classroom Observation, its SDO Pasig, NCR
implementation
Protocols, Tools, and Key
of the MATATAG Players. Review Some
curriculum, and Observable Indicators in
3. Refine the lesson the Classroom.
plan prepared Participants Identify Parts
based on the of the Lesson Plan That
indicators Demonstrate the Presence
presented, of These Indicators.
leading to
demonstration
teaching.
Application: Simulation
Closure: Short Video
About a Heroic Dog to
show that we should not
give up on anybody.
At the end of the
session, the
participants will be
able to:
1. Understand the
concept
of Workplace
Application Plan
(WAP) including its
Victor M. Javeña
purpose and
EdD
importance in
Chief Education
enhancing Activity: Johari Window Supervisor - SGOD
WAP Preparation organizational Analysis: Question and SDO Pasig
Session (Mechanics, Criteria efficiency and Answer (Q&A) Based on Workplace
11:00-12:00
7 and Templates) effectiveness, Activity Application Plan
Archie J. Azucenas
Subtopics: 2. Enhance
PhD
participants' skills in
Public Schools
the development and
District Supervisor
execution of
SDO Caloocan
Workplace
Application Plan, and
3. Develop Workplace
Application Plan
(WAP) including
timeliness and
communication plan
to ensure smooth
execution.
12:00-1:00 Lunch
Abstraction: Discussion
At the end of the on Work Application Plan
(WAP), Needs Assessment,
session, the
Purpose of WAP and
participants will be
Importance of WAP
able to: Application: Develop
1. Understand the your Workplace
concept Application Plan (WAP)
of Workplace by identifying specific
Application Plan skills or knowledge
(WAP) including its
gained from the 5-Day Victor M. Javeña
purpose and Training on MATATAG EdD
importance in
Curriculum for Grades Chief Education
enhancing
2,3,5 and 8, and Supervisor - SGOD
organizational outlining a concrete SDO Pasig
Cont. WAP efficiency and Workplace
1:00-2:30 action plan to
effectiveness, implement it in your Application Plan
Archie J. Azucenas
2. Enhance teaching practices. PhD
participants' skills in Include SMART goals Public Schools
the development and following ABCD District Supervisor
execution of Guidelines, activities, SDO Caloocan
Workplace timeline for execution,
Application Plan, and identify learning
3. Develop Workplace facilitator, and
Application Plan necessary resources.
(WAP) including Closure: Play the video
timeliness and clip titled: Life is a
communication plan beautiful experiment
to ensure smooth Clincher: Showing
execution. Quotation
2:30-3:00
Post Test
(30 minutes)
3:00 - 3:15 Healthbreak
(15 minutes)
3:15 - 4:00
Closing Program & Way
Forward
(45 minutes)
4:00 pm
HOMEWARD BOUND
onwards
