2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
2024 JHS INSET Group Workshop Output
Subject _________________ Grade Level:
________
Unit Topic: _______________ Quarter:
___________
Group Members:
I. 2024 JHS INSET Unit Curriculum Map
TOPIC/QUARTER CONTENT PERFORMANCE LEARNING ASSESSMENTS ACTIVITIES RESOURCES INSTIUTIONAL
STANDARD STANDARD COMPETENCIES CORE VALUES
PEAC2024 Page 1
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
II. 2024 JHS INSET Unit Learning Plan Template
PEAC2024 Page 2
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
LEARNING PLAN
EXPLORE
TOPIC: Unit Introduction and Overview:
CONTENT This unit is about ____________________________________________
STANDARD: You will learn to ________________________________________________.
Essential Question:
Consider this question ________________________________________
PERFORMANCE Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
STANDARD: Students will show their initial answer to the EQ with the use of ________________.
(Show sample below)
LEARNING
COMPETENCY (as FIRM-UP (ACQUISITION)
stated in Curriculum
Map)
LC1 (A) Activity 1 (Title)
______________ Introduction:
_________________ Instructions: (specific for students to follow even without the teacher)
Learning Target(s):
1. I can Questions to Answer:
Success Criteria: Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)
Activity 2 (Title)
PEAC2024 Page 3
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
Introduction:
Instructions: (specific for students to follow even without the teacher)
Questions to Answer:
Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)
Sample Assessment Item:
LC2 (A) Activity 3 (Title)
______________ Introduction:
_________________ Instructions: (specific for students to follow even without the teacher)
Learning Target(s):
1. I can Questions to Answer:
Success Criteria: Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)
Sample Assessment Item:
PEAC2024 Page 4
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 3 (M) C-E-R Activity
________ Introduction:
Learning Target(s): Instructions: (specific for students to follow even without the teacher)
1. I can
C-E-R Worksheet Question:
C-E-R Learning Resources/Materials/Handout: (e.g. article title and source)
Success Criteria: C-E-R Sample Completed Worksheet (show below)
Sample Error Analysis Assessment:
TRANSFER
PERFORMANCE Transfer Goal:
STANDARD:
___________________ Show below the ff.:
___________________ Performance Task GRASPS (completed)
Performance Task with 21st Century Skills (completed)
Performance Task Analytic Rubric (completed)
Values Integration and Reflection
Activity Title:
Introduction:
Instructions: (specific for students to follow even without the teacher)
Learning Resources/Materials/Handout: (title and description)
Clickable Links : (Website Title and URL)
PEAC2024 Page 5
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
ACTIVITY WORKSHEETS
PRIORITIZING STANDARDS AND LEARNING COMPETENCIES
CONTENT STANDARD:
PERFORMANCE STANDARD:
COMPETENCIES R E A L POWER OR
(needed for next unit (needed for real life) (needed for achievement or (needed by other SUPPORTING?
or grade) admissions or job tests) subjects)
PEAC2024 Page 6
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
EXPLORE: MAP OF CONCEPTUAL CHANGE: (TYPE)
FIRM UP: CONVERGENT THINKING TECHNIQUES
DEEPEN: SAMPLE CLAIM-EVIDENCE-REASONING COMPLETED WORKSHEET:
LEARNING COMPETENCY: (M)
INSTRUCTIONS: Read the given article. Then answer the questions that follow:
ARTICLE/PROBLEM:
QUESTION:
CLAIM: My claim or answer to the question is…
PEAC2024 Page 7
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
EVIDENCE: The evidences I can cite in line what the question is looking for are the following:…
REASONING:
The question asks about….
This means…
In line with this, my evidences show…
Therefore, my claim is…
CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the
student to read and analyze.
Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.
TRANSFER: PERFORMANCE TASK
PERFORMANCE STANDARD:
PEAC2024 Page 8
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
SITUATION:
GOAL:
ROLE:
PRODUCT:
AUDIENCE:
STANDARDS:
PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)
1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.
PERFORMANCE TASK WITH 21st CENTURY SKILLS
PEAC2024 Page 9
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS
CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
COLLABORATION
Teacher provides a task and students work in teams where members have different roles
and tasks.
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
CROSS-CULTURAL UNDERSTANDING
Teacher shows examples from several ASEAN countries and asks students to describe
how they would interact with people from different cultures in relation to the problem.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
CAREER LIFELONG LEARNING
Teacher poses a reflection question on how students can personally continue to learn
about the issue.
TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21st CENTURY SKILLS:
21st CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST
CRITICAL THINKING AND PROBLEM-SOLVING • Have I clearly posed a problem or question for students to solve or research?
Teacher poses a problem and asks students to solve it or research for answers. • Did I provide adequate guidance and resources to support students in their
critical thinking and problem-solving process?
• Did I encourage students to use evidence and reasoning to support their
solutions or answers?
COMMUNICATION • Have I effectively communicated the issue or topic to students?
Teacher raises an issue or topic and students express their ideas with varied media. • Did I solicit from students the use of various forms of media through which
PEAC2024 Page 10
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
they can express their ideas?
• Have I emphasized the importance of proper citation when sharing
information?
COLLABORATION • Did I assign roles or multiple tasks to team members, ensuring they have
Teacher provides a task and students work in teams where members have different roles different responsibilities?
and tasks. • Have I promoted a collaborative atmosphere in the classroom, encouraging
students to work together and communicate effectively?
• Did I monitor and provide guidance during group work to ensure productive
collaboration?
CREATIVITY • Have I presented a challenge that encourages students to think creatively
Teacher presents a challenge and students design a solution or an innovation. and propose innovative solutions?
• Did I allow room for students to explore and express their unique ideas and
approaches to the challenge?
• Have I provided feedback and encouragement to foster creativity among
students?
CROSS-CULTURAL UNDERSTANDING • Have I asked for examples from multiple cultures, particularly ASEAN
Teacher shows examples from several ASEAN countries and asks students to describe countries, to promote cross-cultural awareness?
how they would interact with people from different cultures in relation to the problem. • Did I clearly articulate the expectation for students to describe how they
would interact with people from different cultures in relation to the problem
or issue?
• Have I provided resources or guidance on understanding cultural
differences?
COMPUTER/ICT • Did I ask for or suggest digital resources and technology tools that are
Teacher shows digital resources and asks students to use them to solve problems or relevant to the task and aligned with learning objectives?
create a project. • Have I ensured that students have the necessary skills and access to
technology to effectively use digital resources?
• Did I provide instructions or tutorials on how to use specific software or
online platforms?
CAREER LIFELONG LEARNING • Have I included a reflection question that prompts students to consider how
Teacher poses a reflection question on how students can continue to learn about the they can continue learning about the issue beyond the task?
issue. • Did I encourage students to identify specific strategies or resources for
PEAC2024 Page 11
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
ongoing learning and personal development?
• Have I emphasized the importance of continuous learning in the context of
the task?
STUDENTS’ PERFORMANCE TASK CHECKLIST:
21st CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST
CRITICAL THINKING AND PROBLEM-SOLVING • I am able to identify the problem or question posed by the
Teacher poses a problem and asks students to solve it or research for answers. teacher.
• I have thoroughly researched and analyzed information to
find solutions or answers.
• I have applied critical thinking skills to evaluate the validity
and relevance of the information I found.
COMMUNICATION • I am able to express my ideas and findings clearly and
Teacher raises an issue or topic and students express their ideas with varied media. effectively using various forms of media such as written
reports, oral presentations, or multimedia presentations.
• I have appropriately cited my sources when sharing
information.
COLLABORATION • I am able to work effectively in a team with fellow students,
Teacher provides a task and students work in teams where members have different roles each of us having different roles and responsibilities.
and tasks. • In relation to my assigned role or task, I have actively
contributed to the group's efforts and maintained open
communication with team members.
CREATIVITY • I am able to demonstrate creativity in designing solutions or
Teacher presents a challenge and students design a solution or an innovation. innovations to address the challenge presented by the teacher.
• I have thought "outside the box" and proposed unique and inventive
ideas.
CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with people from different
Teacher shows examples from several ASEAN countries and asks students to describe cultures in relation to the given problem or issue.
how they would interact with people from different cultures in relation to the problem. • I have considered cultural differences and their impact on problem-
solving and communication.
PEAC2024 Page 12
2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template
COMPUTER/ICT • I am able to effectively use digital resources and technology
Teacher shows digital resources and asks students to use them to solve problems or tools provided by the teacher to aid in problem-solving or
create a project. project creation.
• I have demonstrated proficiency in using relevant software,
online platforms, or digital resources.
CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn about the
Teacher poses a reflection question on how students can continue to learn about the issue or topic presented by the teacher.
issue. • I have identified specific strategies or resources for ongoing
learning and personal development related to the subject
matter.
PERFORMANCE TASK ANALYTIC RUBRIC:
CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
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