St. Peter’s College

Iligan City

Narrative Report on Senior High School Teachers’ Training

Cris A. Capilayan, MA. Ed.

“Education is a powerful weapon we can use to change the world.” –

Nelson Mandela

Senior High School Program here in the Philippines is fast approaching. In

line with this 3-day training is held here in Lourdes College, Cagayan de Oro

City. It is also a good opportunity to learn something new behind this seminar.

Together with me are my collegues who were Dr. Ma. Ligaya Vicente, Ms.

Kresha Lluisma, Ms. Angelita Abala and Dr. Amparo Fernandez.

On the first day of the seminar, it was a thorough discussion on the K-12

and SHS Frame work. This was discussed by Rhodora Angela Fernandez-

Ferrer. CHED’s K 12 Transition Program Management supports Senior High

School implementation with initiatives that provide SHS teachers with skills and

mindsets to aid them in the transition. She discussed that the K to 12 Basic

Education Curriculum Framework is composed of Kindergarten, Primary

Education, Junior High School (4 years) and Senior High School (2 years).

1 | P a g e

Kriscentti Exar P. Barcelona, MA. Ed. talk about the 21st Century learners.

They live a period of rapid change. They are creative, interactive, media savvy,

multitasker, reflective, critical, communicators, collaborators, technology literate

and has multimodal learning styles.

After that, at 1:30 pm, we went to our respective subject area. Ms. Mitos

Ycong discussed further on Outcomes based Education. It is a learner-centered

approach that focuses on what the learner should be able “to know, understand,

and demonstrate focused on what learners actually learn and how well they learn

it.

The characteristics of an OBE curricula are the following:

a. it is objective and outcome driven, where every stated objective and

outcomes can be assessed and evaluated.

b. It is centered around the needs of the students and stakeholders.

c. Every learning outcome is intentional.

Then, she further discuss about the program outcomes, course outcomes

and learning outcomes. Program outcomes consist of abilities to be attained by

students before they graduate, are formulated based on program objectives.

Course outcomes refer to the knowledge, values and skills all learners are

expected to demonstrate at the end of a course. Learning outcomes are

outcomes of a specific lesson supporting the course outcomes.

2 | P a g e

Competency is a statement of a set of related knowledge, attitudes, and

skills required to successfully perform a task that supports the desired program

outcomes through a course or series of courses based on CHED.

Then, she talks about knowledge, skills and attitudes. Knowledge is an

information that one has stored through experience. Skills refers to demonstrable

abilities. Lastly, attitudes refer to evaluative cognitions regarding things/activities.

College Readiness Standards (CRS) means the combination of

knowledge, skills, and reflective thinking necessary to participate and succeed –

without remediation—in entry-level undergraduate courses in Higher Education

Institutions.

DepEd Functional skills were the desired outcomes that K12 graduates

should possess in order to proceed to either higher education, employment,

entrepreneurship, or middle-level skills development.

For the constructive alignment, there should be a coherence between

assessment, teaching strategies and intended learning outcomes in an

educational program. Also, teacher makes deliberate alignment between the

planned learning activities and the learning outcomes. Teachers should have

conscious effort to provide the learner with a clearly specified goal, a well

designed learning activity or activities that are appropriate for the task, and well

designed assessment criteria for giving feedback to the learner.

3 | P a g e

On the second day, Ms. Christine Faith Tablando discussed the Policy

Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

Classroom Assessment is an ongoing process of identifying, gathering,

organizing and interpreting quantitative and qualitative information about what

learners know and can do. Teachers should employ classroom assessment

methods that are consistent with curriculum standards. Classroom assessment

also measures the achievement of the students.

There were two types of classroom assessment: formative assessment

and summative assessment. Formative assessment is an assessment as

learning wherein students reflect on their own progress. On the other hand,

summative assessment is a form of assessment that occurs at the end of a

period of learning in order to describe the standard reached by the learner.

Assessment in the classroom is aimed at helping students perform well in

relation to the learning standards. Learning standards comprise content

standards, performance standards, and learning competencies that are outlined

in the curriculum. Content standards identify and set the essential knowledge and

understanding that should be learned. Performance standards describe the

abilities and skills that learners are expected to demonstrate in relation to the

content standards and integration of 21st century skills. Learner competencies

4 | P a g e

refer to the knowledge, understanding, skills, and attitudes that students need to

demonstrate in every lesson and/or learning activity.

Learners are assessed in the classroom through various processes and

measures appropriate to and congruent with learning competencies defined in

the K to 12 curriculum. These are individual collaborative formative assessment

and formative assessment in different parts of the lesson. Individual formative

assessment enables the learner to demonstrate independently what has been

learned or mastered through a range of activities such as check up quizzes and

written exercises. Collaborative formative assessment allows students to support

each other’s learning. Formative assessment may be integrated in all different

parts of the lesson.

Summative assessment measures the different ways learners use and

apply all relevant knowledge, understanding and skills.

The components of summative assessment has 3 components: Written

work, Performance tasks, and Quarterly Assessment. These 3 components were

the bases for grading students. Written Work component ensures that students

are able to express skills and concepts in written form. These may include long

quizzes and unit or long tests. Performance Task component allows learner to

show what they know and are able to do in diverse ways. Quarterly assessment

measures student learning at the end of the quarter.

5 | P a g e

The K to 12 Basic Education Program uses a standard- and competency

based grading system. These are found in the curriculum guides. All grades will

be based on the weighted raw score of the learners’ summative assessments.

The minimum grade needed to pass a specific learning area is 60, which is

transmuted to 75 in the report card.

For Kindergarten learners, checklists and anecdotal records are used

instead of numerical grades. These are based on the learning standards found in

the Kindergarten curriculum guide. For Grades 1 to 12, there is one quarterly

assessment but there should be instances for students to produce Written Work

and to demonstrate what they know and can do through Performance tasks.

In Kindergarten, descriptions of the learners’ progress in the various

learning areas are represented using checklists and student portfolios. For

Grades 1-10, the average grade of the Quarterly Grades produces the Final

grade. For Grades 11 and 12, the two quarters determine the Final Grade in a

semester.

The goal of the K to 12 curriculum is to holistically develop Filipinos with

21st century skills. The development of the learners’ cognitive competencies and

skills must be complemented by the formation of their values and attitudes

anchored on the Vision, Mission and Core Values of the Department of

Education.

6 | P a g e

Learners’ class attendance shall be recorded by teachers daily. At the end

of each quarter, the attendance is reflected in the report card.

A learner who incurs absences of more than 20% of the prescribed

number of class or laboratory periods during the school year or semester should

be given a failing grade or not earn credits for the learning area or subject.

Classroom assessment serves to help teachers and parents understand

the learner’s progress on curriculum standards. The results of the assessment

are reported to the child, the child’s remedial teacher, the teacher of the next

grade level, and the child’s parents/ guardians.

In the afternoon, Ms. Diana Jane M. Limjap tackled about the Pedagocial

Content Knowledge in Math. She said there are fallibilist perspective and

absolutist perspective towards learning math. According to fallibilist, if

mathematics is a fallible social construct, then it is a process of inquiry and

coming to know, a continually expanding field of human creation and invention,

not a finished product. On the contrary, the absolutist view of mathematical

knowledge is that it consists of certain and unchangeable truths.

The goals of mathematics are: to develop thinking skills, to solve problems,

to reason mathematically, to communicate mathematics, and to develop

confidence.

7 | P a g e

She introduced to us the K to 12 Senior High School Mathematics Courses

which are: General Mathematics, Statistics and Probability, Business

Mathematics, Pre-Calculus, and Calculus.

Then, Learner centered Pedagogies were discussed by Ms. Christine Faith

Tablando. Those were Inquire based, Project-based, Case-based, Problem-

based, Design-based, and Related to careers and Higher education.

For the third day, technology and information literacy were further

discussed by Ms. Limjap. Data Cycle and Data Cycle worksheet were given. The

Data Cycle consists of 3 steps: first, collect and prepare a variety of data about

student learning, then, interpret data and develop hypotheses about how to

improve student learning, and finally, modify instruction to test hypotheses and

increase student learning.

This was followed by lessons on Reflective Teacher by Ms. Christine Faith

Tablando. Reflective teaching means looking at what you do in the classroom,

thinking about why you do it and thinking about if it works. It is a process of self-

observation and self-evaluation. It is viewed as a means by which practitioners

can develop a greater self-awareness about the nature and impact of their

performance, an awareness that creates opportunities for professional growth

and development.

8 | P a g e

Its importance contributes to the teacher’s professional development. It is a

more systematic process of collecting, recording and analyzing our thoughts and

observations, as well as those of our students, and then going on to making

changes.

The process of self-reflecting is difficult, especially when it involves a

critical self-appraisal of our teaching. Dewey suggests three attitudes to help us

prepare ourselves for reflective teaching. These are open-mindedness,

responsibility, and wholeheartedness.

Scholars have different ways of organizing hierarchial nature of reflective

teaching. Van Manen’s Reflective Thinking Pyramid and Grimmet’s 4 Modes of

Reflective Thinking are two of the most commonly used models. Peter P.

Grimmet’s 4 Modes of Reflective Thinking are as follows: Technological,

Situational Thinking, Deliberate Thinking, and Dialectical Thinking. Van Manen’s

Reflective Thinking Pyramid are as follows: Dialectical , Contextual and

Technical. Dialectical addresses moral ethical or sociopolitical issues individual

autonomy self-understanding. Contextual looks at alternative practices choices

based on knowledge and values. Technical reference past experiences, simple

theoretical description, teacher competency towards meeting outcomes.

Reflective teaching is a cyclical process. First, gather information about the

event itself. Then, reflect. After that, converse. Lastly, read or research on areas

you need to have additional information.

9 | P a g e

There are also strategies for reflective teaching:

1. Keeping a teaching journal or diary.

2. Video Recording Lessons

3. Peer observation

In the afternoon, teaching guides were given by Ms. Mitos Ycong. We had

a fruitful discussion about the teacher’s responsibility towards the students.

I am thankful to the SPC Administration for having this seminar. It made

me widely open my mind towards the implementation of Senior High in SY 2015-

2016. As what is said, it is the start of several seminars regarding the Senior

High School.

10 | P a g e