St. Peter’s College Iligan City
Narrative Report on Senior High School Teachers’ Teachers’ Training Training Cris A. Capilayan, MA. Ed. “Education is a powerful weapon we can use to change the world.” – Nelson Mandela Senior igh School !rogra" !rogra" here in the !hilippines is fast approaching. In line with this #$day training is held here in %ourdes College, Cagayan de &ro City. It is also also a good good oppor opportu tuni nity ty to learn learn so"e so"eth thing ing new 'ehin 'ehind d this this se"in se"inar ar.. (ogether (ogether with "e are "y collegues collegu es who were )r. Ma. %igaya *icente, Ms. +resha %luis"a, Ms. Angelita A'ala and )r. ) r. A"paro ernande-. &n the first day of the se"inar, it was a thorough discussion on the +$/ and SS ra"e wor0. (his was discussed 'y 1hodora Angela ernande-$errer. CE)2s + / (ransition !rogra" Manage"ent supports Senior igh School i"ple"entation with initiati3es that pro3ide SS teachers with s0ills and "indsets to aid the" in the transition. She discussed that the + to / 4asic Education Curriculu" ra"ewor0 is co"posed of +indergarten, !ri"ary Education, 5unior igh School 67 years8 and Senior igh School 6/ years8.
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+riscentti E9ar !. 4arcelona, MA. Ed. tal0 a'out the / st Century learners. (hey li3e a period of rapid change. (hey are creati3e, interacti3e, "edia sa33y, "ultitas0er "ultitas0er,, reflecti3e, reflecti3e, critical, critical, co""unicators co""unicators,, colla'orators colla'orators,, technology technology literate literate and has "ulti"odal learning styles. After that, at :#; p", we went to our respecti3e su'
Co"petency is a state"ent of a set of related 0nowledge, attitudes, and s0ills re>uired to successfully perfor" a tas0 that supports the desired progra" outco"es through a course or series of courses 'ased on CE). (hen, she tal0s a'out 0nowledge, s0ills and attitudes. +nowledge is an infor"ation that one has stored through e9perience. S0ills refers to de"onstra'le a'ilities. %astly, attitudes refer to e3aluati3e cognitions regarding things?acti3ities. Coll Colleg ege e
1ead 1eadin ines ess s
Stan Standa dard rds s
6C1S8 C1S8
"ean "eans s
the the
co"' co"'in inat atio ion n
of
0nowledge, 0nowledge, s0ills, and reflecti3e reflecti3e thin0ing necessary to participate participate and succeed – without re"ediation@in entry$le3el undergraduate courses in igher Education Institutions. )epEd unctional s0ills were the desired outco"es that +/ graduates should possess in order to proceed to either higher education, e"ploy"ent, entrepreneurship, or "iddle$le3el s0ills de3elop"ent. or the constr construct ucti3e i3e align"e align"ent, nt, there there should should 'e a coheren coherence ce 'etween 'etween asse assess ss"e "ent nt,, teac teachi hing ng stra strate tegi gies es and and inte intend nded ed lear learni ning ng outc outco" o"es es in an educati educational onal progra progra". ". Also, Also, teache teacherr "a0es "a0es deli'er deli'erate ate align"e align"ent nt 'etwee 'etween n the planned learning acti3ities and the learning outco"es. (eachers should ha3e cons conscio cious us effo effort rt to pro3i pro3ide de the the lear learner ner with with a clear clearly ly spec specif ified ied goal goal,, a well well designed learning acti3ity or acti3ities that are appropriate for the tas0, and well designed assess"ent criteria for gi3ing feed'ac0 to the learner.
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&n the second day, Ms. Christine aith (a'lando discussed the !olicy uidelines uidelines on Classroo" Classroo" Assess"ent Assess"ent for the + to / 4asic Education Education !rogra". !rogra". Clas Classr sroo oo" " Ass sses ess" s"en entt is an ongo ongoin ing g proc proces ess s of iden identi tify fyin ing, g, gath gather erin ing, g, organi-ing and interpreting >uantitati3e and >ualitati3e infor"ation a'out what learner learners s 0now and can do. (eachers achers should should e"ploy e"ploy classr classroo" oo" assess" assess"ent ent "ethods that are consistent with curriculu" standards. Classroo" assess"ent also "easures the achie3e"ent of the students. (here were two types of classroo" assess"ent: for"ati3e assess"ent and su"" su""at ati3 i3e e asse assess ss"en "ent. t. or" or"at ati3 i3e e asse assess ss"en "entt is an asse assess ss"en "entt as learning wherein students reflect on their own progress. &n the other hand, su""ati3e assess"ent is a for" of assess"ent that occurs at the end of a period of learning in order to descri'e the standard reached 'y the learner. Assess"ent in the classroo" is ai"ed at helping h elping students perfor" well in rela relati tion on to the the lear learni ning ng stan standa dard rds. s. %ear %earni ning ng stan standa dard rds s co"p co"pri rise se cont conten entt standards, standards, perfor"ance standards, standards, and learning learning co"petencies co"petencies that are outlined outlined in the curriculu". Content standards identify and set the essential 0nowledge and underst understand anding ing that should should 'e learned. learned. !erfor !erfor"anc "ance e standar standards ds descri' descri'e e the a'ilities and s0ills that learners are e9pected to de"onstrate in relation to the content standards and integration of / st century s0ills. %earner co"petencies
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refer to the 0nowledge, understanding, s0ills, and attitudes that students need to de"onstrate in e3ery lesson and?or learning acti3ity. %earners are assessed in the classroo" through 3arious processes and "easures appropriate to and congruent with learning co"petencies defined in the + to / curriculu". (hese are indi3idual colla'orati3e for"ati3e assess"ent and for"ati3e assess"ent in different parts of the lesson. Indi3idual for"ati3e assess"ent ena'les the learner to de"onstrate independently what has 'een learned or "astered through a range of acti3ities such as chec0 up >ui--es and written e9ercises. Colla'orati3e for"ati3e assess"ent allows students to support each other2s learning. or"ati3e assess"ent "ay 'e integrated in all different parts of the lesson. Su""at Su""ati3e i3e assess assess"en "entt "easur "easures es the diffe different rent ways ways learner learners s use and apply all rele3ant 0nowledge, understanding and s0ills. (he co"ponents of su""ati3e assess"ent has # co"ponents: Britten wor0, !erfor"ance tas0s, and uarterly Assess"ent. (hese # co"ponents were the 'ases for grading students. Britten Bor0 co"ponent ensures that students are a'le to e9press s0ills and concepts in written for". (hese "ay include long >ui--es and unit or long tests. !erfor"ance (as0 co"ponent allows learner to show what they 0now and are a'le to do in di3erse di3erse ways. uarterly assess"ent assess"ent "easures student learning at the end of the >uarter.
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(he + to / 4asic Education !rogra" uses a standard$ and co"petency 'ased grading syste". (hese are found in the curriculu" guides. All grades will 'e 'ased on the weighted raw score of the learners2 su""ati3e assess"ents. (he "ini"u" grade needed to pass a specific learning area is D;, which is trans"uted to F in the report card. or +inderg +indergart arten en learner learners, s, chec0lis chec0lists ts and anecdot anecdotal al records records are used instead of nu"erical grades. (hese are 'ased on the learning standards found in the +indergarten curriculu" guide. or rades to /, there is one >uarterly assess"ent assess"ent 'ut there should 'e instances instances for students students to produce produce Britten Britten Bor0 and to de"onstrate what they 0now and can do through !erfor"ance tas0s. In +ind +inderg ergar arte ten, n, desc descri ript ption ions s of the the lear learne ners rs22 prog progres ress s in the the 3ari 3arious ous learning learning areas areas are represen represented ted using using chec0l chec0list ists s and student student portfo portfolios lios.. or rades $;, the a3erage grade of the uarterly rades produces the inal grade. or rades and /, the two >uarters deter"ine the inal rade in a se"ester. (he goal of the + to / curriculu" is to holistically de3elop ilipinos with /st century s0ills. (he de3elop"ent of the learners2 cogniti3e co"petencies and s0il s0 ills ls "ust "ust 'e co"pl co"ple" e"en ented ted 'y the the for" for"at atio ion n of their their 3alue 3alues s and atti attitu tudes des anch anchor ored ed on the the *isio ision, n, Miss Missio ion n and and Core Core *alues lues of the the )epa )epart rt"e "ent nt of Education.
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%earners2 class attendance shall 'e recorded 'y teachers daily. At the end of each >uarter, the attendance is reflected in the report card. A learner who who incurs a'sences of "ore than /;G of the prescri'ed nu"'er of class or la'oratory periods during the school year or se"ester should 'e gi3en a failing grade or not earn credits for the learning area or su'
towa toward rds s lear learni ning ng "ath "ath.. Acc ccor ordi ding ng to fall falli' i'il ilis ist, t, if
"athe"atics is a falli'le social construct, then it is a process of in>uiry and co"ing to 0now, a continually e9panding field of hu"an creation and in3ention, not a finish finished ed product product.. &n the contra contrary ry,, the a'solut a'solutist ist 3iew of "athe"a "athe"atic tical al 0nowledge is that it consists of certain and unchangea'le truths. (he goals of "athe"atics are: to de3elop thin0ing s0ills, to sol3e pro'le"s, to reaso reason n "athe "athe"at "atica ically lly,, to co""u co""unic nicat ate e "ath "athe" e"at atic ics, s, and to de3e de3elop lop confidence.
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She introduced to us the + to / Senior igh School Mathe"atics Courses whic which h
are: are:
ene enera rall
Math Mathe" e"at atic ics, s,
Stat Statis isti tics cs
and and
!ro' !ro'a' a'il ilit ity y,
4usi 4usine ness ss
Mathe"atics, !re$Calculus, and Calculus. (hen, %earner centered !edagogies were discussed 'y Ms. Christine aith (a'lando. 'lando. (hose (hose were were In>uire In>uire 'ased, 'ased, !ro
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Its i"portance contri'utes to the teacher2s professional de3elop"ent. It is a "ore syste"atic process of collecting, recording and analy-ing our thoughts and o'ser3ations, as well as those of our students, and then going on to "a0ing changes. (he process process of self$r self$refl eflect ecting ing is diffic difficult ult,, especia especially lly when when it in3ol3 in3ol3es es a critical self$appraisal of our teaching. )ewey suggests three attitudes to help us prep prepar are e ours oursel el3e 3es s for for refl reflec ecti ti3e 3e teac teachi hing ng.. (hes (hese e
are are open open$" $"in inde dedn dnes ess, s,
responsi'ility, and wholeheartedness. Scholars ha3e different ways of organi-ing hierarchial nature of reflecti3e teaching. teaching. *an *an Manen2s 1eflecti3e 1eflecti3e (hin0ing (hin0ing !yra"id and ri""et2s ri""et2s 7 Modes of 1efl 1eflec ecti ti3e 3e (hin (hin0in 0ing g are are two two of the the "ost "ost co""o co""only nly used used "ode "odels ls.. !ete !eterr !. ri" ri""et "et2s 2s 7 Modes Modes of 1eflec 1eflecti ti3e 3e (hin (hin0i 0ing ng are as follo follows ws:: (echno chnolog logic ical, al, Situational (hin0ing, )eli'erate (hin0ing, and )ialectical (hin0ing. *an Manen2s 1efl 1eflec ecti ti3e 3e (hin0 hin0in ing g !yra !yra"i "id d are are as foll follow ows: s: )ial )ialec ecti tica call , Cont Conte9 e9tu tual al and and (echnical. )ialectical addresses "oral ethical or sociopolitical issues indi3idual autono"y self$understanding. Conte9tual loo0s at alternati3e practices choices 'ased on 0nowledge and 3alues. (echnical reference past e9periences, si"ple theoretical description, teacher co"petency towards "eeting outco"es. 1eflecti3e teaching is a cyclical process. irst, gather infor"ation a'out the e3ent itself. (hen, reflect. After that, con3erse. %astly, read or research on areas you need to ha3e additional infor"ation. 9 | Page
(here are also strategies for reflecti3e teaching: . +eeping a teaching
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