Personal Lifelong Learning Plan

Personal Lifelong Learning Plan

• 1.
  PERSONAL LIFELONG LEARNINGPLAN Name and School: Carlo O. Casumpong-Mabini National High School Specialization/Subjects Handled: English and ScienceInvestigatory Project 21st Century Literacies (1) Level of Competency (2) Target KSAV (3) Self-Learning Activities (4) Time Framework (5) Support Resources Needed (6) Barriers/ Challenges (7) Solution/Action points (8) The Arts and Creativity Developing 1. Creative ways of problem- solvingin classes 1. Journalizing milestones and weak points. After every lesson,it would be better for me to take down notes of all thatwent well or the significantmilestones which could be used as exemplars in future lessons.Moreover, weak points should also bepointed out in order to avoid the same weak points in the future. At the end of daily classes Smartphone, pen, notebook Possibility of presence of many weak points than positivemilestones  Compare positive milestones with weak points;  Cite measurableand attainablesolutions for specific weak points;  Communicate the action points to person/s involved and concerned. 2. Creativity in the classroom 2. Modelling creativity from learners. Learners often become more creative than teachers due to their independent and curious attitude. It is a form of benchmarkingtheir creative ideas and activities in handlingtopics and situations by (1) noting and (2) selectingthem. After which,(3) applyingthe selected ideas and activities should bedone then (4) evaluatingwhat went well and what should be improved shall follow. Throughout asynchronou s and synchronous classes Smartphone Not enough time and opportunities to hone creativity  Set SMART (specific, measurable, attainable,results- oriented, timebound) goals atthe beginning of every glass;  Provideactivities that also enjoin learners to exemplify creativity;  Providepositive reinforcements and rewards,if necessary. 3. Infusion of arts in teaching, learningand assessment process 3. Storyboarding. In teaching both languageand literature in English, it is imperativeto injectcreative activities and a creativeclassroom. Storyboardingcould be infused in any of my lesson plan especially in the motivation part to activate the At the beginningof each languageor literary lesson Learning aids and resources The experiences of the learners may not be parallel to the storyboard utilized.  Apply contemporary ways to language experience approach;  Think of possible experiences of today’s generation before either
• 2.
  languageand literary experiences ofthe learners.This would create connection among the learners, the lesson,the society,and me as their teacher. choosingor creatinga storyboard;  Ask learners first. Ecoliteracy Good 1. Skill and initiativein addressing problems related to pollution 1. Immersing in outside opportunities and activities. I would liketo expose myself and my learners to opportunities outsideof the classroom,takinga look at salientpoints in the environment and observe environmental issues that affect us.In the school,while preparingmyself to be ableto guide them in this endeavor, I may firstgo out and ascertain pollution- related problems in the immediate community and compare them with national and global data. Daily Smartphone The hustle and bustle in the environment might be overwhelming.  This is a good opportunity to chunk the challenges into specific concerns;  If it’s too overwhelming to take into account,choose one concern to note at a time;  Always think that there’s still a way to combat or address such challenges and concerns. 2. Personal Attitude towards essence of biodiversity 2. Watching ecological documentaries. Regularly watching life,earth, and ecosystem documentaries will providea more detailed understandingon the nature of organisms,how the behave in the ecosystem, and the intricateconnections among them that contribute to the humanity. Once every week Television, personal computer, Internet connectivity Distraction thatother channels and contents may pose  Self-disciplineand regulation area must;  Set a priority to ecological timewithin a specific period of time. 3. Reducing carbon footprint in relation to climatechange advocacy 3. Calculating carbon footprint. Usinga carbon footprintcalculator which is readily availableonline,I can determine the extent of my household’s carbon footprint emissions thatadd up to the global dilemma on climatechange. Monthly Smartphone, Internet connectivity, online resourceat https://www.c arbonfootprin t.com/calculat or.aspx Difficulty in attaining the necessary data for Carbon footprint calculation.  Listand regularly note data such as power bill,LPGuse, and firewood use at home.
• 3.
  Cyberliteracy/ Digital Literacy (Information and ICT knowledge) Good Skillfuluseof computer 1. Researching Internet resources and YouTube tutorials. In order to skillfully adaptwith the information age, informal learning instances may be considered such as acquiringknowledge and skillsin the use of computer software through different Internet sources and YouTube videos. Once every week Personal computer or smartphone, Internet connectivity, relevant websites and YouTube channels Tendency of getting information from sources that arenot reliable  Carefully select websites upon seeking for relevant information;  Go away from open- forum sites and editablesearch answers. Normalizinguse of smartphone for information acquisition 2. Transferring of data and files to smartphone. From the computer, in order to access theinformation wherever I go, I may transfer the files thatI would need. This will gradually normalizemy use of smartphone as a medium to acquireinformation. Anytime, when needed Personal computer and smartphone Speed in transferring files may pose difficulty.  Choose different options upon transferringfiles depending on the file sizeand circumstance;  May use any among the following: Bluetooth, USB tethering, ShareIt, email,or Messenger upload. Attitude towards cyberliteracy and implications of computer use 3. Idle time from computers. It’ basically a formof rest from usinga computer or a smartphone, idle time is a self-instructional activity for me to gradually managemy screen time. In turn, itwould shape my attitude towards the implications of the use of computers. Daily,from 8:00 PM to 5:00 AM None Distraction from messages during offlinehours  Put the smartphone or personal computer in flightmode during offlinehours before eventually turning it off. Financial Literacy Developing Handling personal finances 1. Linking connections in financial picture. I need to undergo an understandingof the followingkey points in my financial picture,to wit:  Savings  Investing  Financial protection  Tax planning  Retirement planning Twice every week Smartphone, Internet connectivity, Google Keeps and Notes Need for comprehensive data may pose difficulties.  Don’t be constraintin writingdown the key points;  Allowrooms for improvement.
• 4.
  Sense of entrepreneurshi p 2. Takefrom the rock. I will record entrepreneurial activities, experiences, and challenges of people whom I know are entrepreneurs. This activity may cover an interview with beginning, middle, and successful entrepreneurs. Once every week Smartphone, pen, notebook Constraints in time may emerge especially thatthe schedulefor interviewing entrepreneurs will be based on their convenient time.  Set SMART schedule to alleviatethe effects of time constraints;  If the scheduleis not conformed to, have alternative interviewees or participants. Knowledge in economics 3. Sage from varied resources. In order to acquireknowledge on economics,I will vary my research from economics resources such as books, magazines,business new websites, YouTube channels, LinkedIn and Facebook profiles and pages. Once every week Personal computer, smartphone, Internet connectivity, relevant websites and YouTube channels, relevant LinkedIn and Facebook pages Tendency of getting information from sources that arenot reliable  Carefully select websites upon seeking for relevant information;  Go away from open- forum sites and editablesearch answers. Media Literacy Strong 1. Evaluate information and its sources critically 1. Get, refute,affirm, confirm. This is a step-by-step activity thatallows me to acquirerelevantinformation from different sources and draw which one is the most valid and credible.  Get, is where I carefully retrieve information across multiplesources and platforms.  Refute, is where I attempt to refute the information,on my own atmy own pace.  Affirm, is where I assertthe facts and what I believe is true.  Confirm, is where I finally hold the sources and information as credibleand factual, respectively. When information evaluation happens Personal computer or smartphone, Internet connectivity, relevant websites Facts are typically irrefutableunless new findings from research come out.  If facts become irrefutable,there’s no need to refute;  When there’s no need to refute, information from several sources may be used to support the facts cited.
• 5.
  2. Create information 2. Validatinginformation product. Research is already a norm in education. Through a predetermined series of validation, I may get to create information relevant to education and to the immediate stakeholders. When information validation is needed Personal computer or smartphone, Internet connectivity, relevant websites Time constraintmay arisein validating information.  Set a SMART schedule in processingand validating information;  Make the information validation process simple,as much as possible. 3. Communicate information 3. Social media utilization. To shareinformation is to savea person. I believe that social media is one of the accessibleplatforms where people get information from. In this learningactivity,I will scrutinizeinformation fromsocial media pages, selectthe most substantiveand sensibleones,then sharethem through my personal account. When information communicati on emerges Personal computer or smartphone, Internet connectivity, relevant websites, social media platforms Those who access the social media through free data allowance may experience limitations in retrieving information via videos,images, and graphics.  Text caption shall be incorporated along with videos,images, and graphics to aid those who use social media through free data allowance;  The text caption, itself,should be detailed to provide vastinformation enough to instill what should be instilled. Social/Emotio nal Literacy Good Emotional intelligence 1. A picture a day, my feeling today. Every morning, I will takea photo of an object or environment that I think symbolizes what I specifically feel.I will make a soft copy of folder where I placethe images that symbolizethe same or similar feelings and emotions. Every morning, daily Camera or smartphone, any relevant subject Distractionsmay emerge when pre- occupied by emotions.  Make the activity a routine every morning to avoid any distractions. Social skills 2. Harmonious brainstorming. Through various modalities,I will promote brainstormingin every endeavor to get the most creative but attainableideas and opinions as well have meet into consensus with the group. When collaborative activities emerge Personal computer or smartphone, Internet connectivity, relevant websites Innate sense of competition may ariseduring argumentation towards results of brainstorming activity.  Transformthis competition into inward competition to be ableto perform well in the process of brainstorming;  Inward competition happens when an individual competes with one’s own performance to
• 6.
  perform better inthe future. Use of intrapersonal skills asbasisfor collaborating with others through interpersonal skills 3. Positive self-talk. Upon reflecting on my feeling every morning, I will do a short self-talk to consider all thepositivethings that happened to me and all the blessings thatI received. Every morning, daily None Distractionsmay emerge when pre- occupied by emotions.  Make the activity a routine every morning to avoid any distractions. Globalization and Multicultural Literacy Good Globalized ideas and attitudes 1. Watching global news and events. Through social and mass media, I will watch global news and events. This will add up to my knowledge on current happenings and events that arealso relevantin the immediate community. Every evening, daily Television, personal computer or smartphone, Internet connectivity Distraction thatother channels and contents may pose  Record or listdown every time the activity is undergone;  Make the activity a routine every evening. Learning multiculturalism 2. Bubble of cultures. To uphold a multicultural attitude,I will respectfully do a bubble of cultures where I write in the graphic bubbles the new cultures that I ascertained from other cultural groups. These graphic bubbles are prepared and printed in a my multicultural notebook. When multicultural instances arise Notebook and pen with bubble graphics When not at home, the notebook might be inaccessible especially during busy days.  If bubble of cultures in the notebook are inaccessible,itwould be better if the new cultures learned will be enlisted or enumerated in the smartphone put things in handy state;  But when at home, the lists shall be written in bubble graphics of the notebook;  Have a specific notebook for multiculturalismto make refrain the
• 7.
  tendency of confusion and ambiguity. Senseof glocalization 3. Going glocal! I will directly process information thatare globally published butare relevant to the local setting.Moreover, I will also do my best to patronize markets and products that promote glocalization. When needed Depends on the situation or circumstance Tendency of assimilation between local and global products and information.  Understand that different cultures are intricately connected in a certain manner;  One culture may affect or influence the other;  Patronizelocal products to make them globally competitive and international products that are contextualized in the local settingand culture. Learner’s Signature: CARLO O. CASUMPONG Reviewed/Approved by: CHUCHIE FERRANDO-YOG TeacherI/Guro 21 Learner School Principal III
• 9.
  PLLP Reflection DIFFERENT EPOCHS,DIFFERENT EXPERIENCES What I had in devising the PLLP Think. Write. Experience. Review. Foresee. I assert that writing my personal lifelong learning plan is a sound opportunity for me to trace back my knowledge, skills, attitudes, and values related to the 21st century literacies and thereby plan activities that will help me hone my level of competency in each of those literacies. Moreover, I believe that such an experience is already an avenue for me to improve my skills in critical thinking and creativity. On the other hand, I concede that I devoted almost a week just thinking about SMART activities plausible to the acquisition of desired literacies. It was a challenging feat considering that there are limitations posed by the existing standard health protocol which I know I would not argue with. That’s why, I constantly edited the contents of my file every single day. I always looked at the plausibility of the activities, making sure that it is possible to conduct them in a self-directed way. Moreover, there came to a point that I even asked those who are close to me regarding the activities that I have devised in my plan. That’s where I ascertained an error in my inputs in the time framework because I initially wrote specific and inclusive time and dates. Upon analyzing the very purpose of the plan, I understood that it is a lifelong plan thus, there is no deadline and that, routines should be created and followed, thereafter. Back in the Montessori, creating routine is paramount to creating a lifelong behavior and attitude. Setting activities in a regular framework of time is also very important in the process of normalization of an individual, which I believe is what I need. However, my experiences made me realize the three periods of time in our lives. An individual should be ahistory-learned person. Looking back at past experiences is agood way to liveat the present. Without looking back then, it would be difficult to acquire learnings and utilize them as atool to improve oneself. In addition, an individual should also be present-focused. It is because overthinking about the past and the future may cause a person to stumble down. Being blinded by the future will also restrict
• 10.
  a person fromexisting in the present, thus, may find the present adversities and conundrums as a giant ready to devour. Further, it is also note-worthy that an individual should be future-driven. Being focused on the present is not a way to not be mindful of the future. Actions in the present will influence consequences in the future, ergo, one’s actions in the present should be driven by aspirations, goals, and objectives. Aside from these three periods in the annals of my existence, I also realized that collaborating with others is significant to the success of any endeavor. I know that there is a constant gap between the teachers and the school head but there should be times when both will enter each other’s bubbles. Upon having my personal lifelong learning plan reviewed by my school head, I learned a lot of things about life that are also typically important in leadership. The plan is present but there should be rooms for improvement should future undertaking enjoin. A plan could undergo changes when formally implemented. Despite this, it is still paramount to consider planning as significant to the attainment of our aspirations, goals, and objectives as attitudinally evolving individuals. In a nutshell, the personal lifelong learning plan helped me strategically think, write the concepts drawn from thinking, experience the process, review the outputs, and foresee possible outcomes. #