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2020 INSET for Junior High School Teachers (Online)

Theme: Ensuring Enduring Student Learning Outcomes with Online Distance Learning and Teaching of K-12
Standards in the Time of COVID-19

PARTICIPANTS’ WORKSHOP OUTPUTS AND PRESENTATION CHECKBRIC

SCORING RUBRIC: 3 - EVIDENT AND SATISFACTORILY DONE

2 - PARTIALLY EVIDENT AND PARTIALLY SATISFACTORILY DONE

1 - NOT EVIDENT

EVALUATION OF PARTICIPANTS’ PERFORMANCE


(REGULAR TRACK)
3 2 1

Evident and Partially Not


LEVELS OF PROFICIENCY Satisfactorily Evident and Evident
Done Partially
Satisfactorily
Done

UNIT STANDARDS AND COMPETENCIES DIAGRAM TOOL

1. The Transfer Goal, Performance Task, Essential


Question, Enduring Understanding, and Competencies
are aligned with the Unit Content and Performance
Standards.
2. The Essential Question and Enduring Understanding
statement are well-crafted.
3. The Transfer Goal statement is well-crafted.
DESIGN OF A STREAMLINED UNIT CURRICULUM MAP

4. The Learning Competencies are unpacked and


classified according to learning goals:
A. (T) Transfer Goal

B. (M) Enduring Understanding

C. (A) Competencies
5. The unit’s streamlined competencies are properly
clustered into Power and Supporting Competencies.
6. A budget of time and Unit Learning Calendar shows a
schedule for teaching the different competencies.
7. There is general alignment of standards,
competencies, learning goals, assessments, activities,
resources and values in the sample Unit Curriculum
Map.
8. The sample Unit Curriculum Map addresses the
various items of the 2018 revised PEAC Assessment
Instrument sections on Curriculum, Assessment.
DESIGNING A SAMPLE ONLINE UNIT LEARNING GUIDE

9. A general introduction is given about the topic.


10. The Unit Content and Performance Standards are
stated.
11. The Performance Task is stated in GRASPS format.
12. The Performance Task integrates 21st century skills (for
Additional Subjects) and also authentic real world
experience and other grade level subjects (for
Academic Regular Track).
13. A sample output of the Performance Task is described
with a suggested Web 2.0 application.
14. The learning guide has clearly marked sections for
Explore, Firm Up, Deepen and Transfer.
15. Students’ prior knowledge is elicited through a map of
conceptual change or an online survey application
16. The Learning Competencies for Acquisition are stated
with corresponding activities and assessments.
17. The guide shows Acquisition activities with procedures
for students to follow.
18. The Acquisition activities use varied strategies and
applications.
19. Sample Acquisition type of formative and summative
assessments are shown and provided in certain
applications.
20. The Learning Competencies for Making Meaning are
stated with corresponding activities and assessments.
21. Several materials (articles, videos, cases) are given for
the students to analyze and make meaning in relation
to the Unit EQ and EU.
22. Close reading strategies for Making Meaning are used
with the help of certain applications.
23. The guide provides for a process and form for guided
generalization.
24. Activities for scaffolding students’ accomplishment of
the Performance Task are provided. Step-by-step
procedures are also given for students in the use of
Web 2.0 applications related to the Performance Task.
25. A rubric for the Performance Task is provided. The
rubric assesses the students’ skills in the transfer of
learning.

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