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Collaborative-Expertise for DepEd teachers.pptx
- 1. TRAINING ON THE MATATAGCURRICULUM 1
- 2. TRAINING ON THE MATATAGCURRICULUM 2 G2, G3, G5 and G8 Teachers, and School Leaders
- 3. MATATAG Curriculum Training| 2024 Session 10/11 Collaborative Expertise 3
- 4. MATATAG Curriculum Training| 2024 Professional Standards Supervisors (Chief EPS, EPS, PSDS) Domain 4: Developing Self and Others 4.1 Learning and Development 4.1.1 Demonstrate knowledge and understanding of different learning and development interventions 4.1.2. Ensure the delivery of different learning and development interventions to support divisions/districts/schools and/or learning centers. 4
- 5. MATATAG Curriculum Training| 2024 School Heads (TICs, HTs, Department Heads, Principal 1, Principal 2, Principal 3, Principal 4) Domain 4. Developing Self and Others 4.5 Professional Development of School Personnel 4.5.1. Demonstrate knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel. 5
- 6. MATATAG Curriculum Training| 2024 4.5.2. Implement professional development initiatives to enhance strengths and address performance gaps among school personnel. 4.5.3 Monitor and evaluation implementation of professional development initiatives in enhancing and in addressing performance gaps among school personnel. 6 Cont..
- 7. MATATAG Curriculum Training| 2024 Grades 2, 3,5 and 8 Master Teachers I-IV (Highly Proficient) Domain 7. Personal Growth and Professional Development 7.3. Professional links with colleagues 7.3.3. Contribute actively to professional networks within and between schools to improve knowledge and to enhance practice. 7
- 8. MATATAG Curriculum Training| 2024 Grades 2,3,5 and 8 Teachers I-III (Proficient) Domain 7. Personal Growth and Professional Development 7.3. Professional links with colleagues 7.3.2. Participate in professional networks to share knowledge and to enhance practice. 8
- 9. MATATAG Curriculum Training| 2024 Session Objectives 9 ● Analyze situations illustrating collaborative expertise. ● Acknowledge the value of diversity in teaching styles and perspectives within a team. ● Practice collaborative expertise through review and improvement of a lesson exemplar.
- 10. MATATAG Curriculum Training| 2024 Session Flow DepEd Issuances (DepEd Order 35, s. 2016 and DepEd Order 14, s. 2023) Collaborative Expertise 10
- 11.
- 12. MATATAG Curriculum Training| 2024 Guide Question 1. What are the topics delivered during LAC sessions? 12
- 13. MATATAG Curriculum Training| 2024 Guide Question 2. How are the topics chosen when conducting LAC sessions? 13
- 14.
- 15.
- 16. MATATAG Curriculum Training| 2024 What is LAC? is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC Leader. LACs will become the school-based communities of practice that are positive, caring, and safe spaces. 16
- 17. MATATAG Curriculum Training| 2024 17
- 18. MATATAG Curriculum Training| 2024 18 44. Two days every week shall be dedicated to fostering collaborative expertise through LAC and other activities. The LAC sessions shall focus on strategies, preparing teaching materials, and discussing other teaching-related concerns. The goal is to enhance the teaching and learning process and promote continuous professional development among educators.
- 19.
- 20. MATATAG Curriculum Training| 2024 20 LAC or not? 1. Mr. Sison, a school head of an integrated school, observed the poor test scores in Reading and Literacy. He convened the concerned teachers and conducted a focus group discussion to discover the challenges encountered that led to a collaborative solution that focused on development of contextualized supplementary learning resources.
- 21. MATATAG Curriculum Training| 2024 Learning Action Cell 21
- 22. MATATAG Curriculum Training| 2024 22 LAC or not? 2. Ms. Lon, with permission from the school head convened several teachers to share updates on products and benefits that can be availed from a local bank. Free financial consultations were also provided to the teachers during the session.
- 23. MATATAG Curriculum Training| 2024 IMPORTANT! Limitation/Prohibitions 23 The holding of LAC sessions for purposes other than those provided herein is prohibited. Prohibited purposes may include but shall not be limited to the following: sale of goods and other merchandise; lending transactions; political and religious meetings and other purposes which are not included in this policy. – DO 35, s. 2016.
- 24. MATATAG Curriculum Training| 2024 24 LAC or not? 3. Mrs. Bartolome, a master teacher in a rural farm school, convened all grade 7 TLE teachers for them to discuss a particular learning competency in ICT. They planned as a group on how to properly tackle the content and come up with strategies and assessments aligned with their available resources.
- 25. MATATAG Curriculum Training| 2024 Learning Action Cell 25
- 26.
- 27. MATATAG Curriculum Training| 2024 ● CE involves raising the effectiveness of all teachers to the level of the best teachers. We teachers in schools to be like teams working together in sport. 27 ● CE is a concept that recognizes varying expertise within schools and aims to reduce variability in teacher effectiveness.
- 28. MATATAG Curriculum Training| 2024 ●School leaders lay a crucial role in harnessing expertise within schools. 28 ●Teachers should aspire to become part of a community of highly effective and expert educators.
- 29. MATATAG Curriculum Training| 2024 ●The education system should support collaborative expertise through resources and time. 29
- 30.
- 31. MATATAG Curriculum Training| 2024 ●continually gain professional learning and evaluate their own performance; ●consider themselves as 'change agents’; who is responsible for the change and improved learning process in the students; ●reflect upon how their practices may affect student learning outcomes; 31 “Visible Teacher” mind frames
- 32. MATATAG Curriculum Training| 2024 ●regularly take feedback about themselves and their ways of teaching; ●use assessments as tools for the development of students to learn about their teaching practices; ●challenge their students regularly and do not frequently use the expression ‘do your ; 32 Cont..
- 33. MATATAG Curriculum Training| 2024 ●ensure that their 80% of the class time is spent in classroom talk; ●build rapport and trust in students so that the students would not hesitate to ask for help and feel free to take risks with their learning. 33 Cont..
- 34. 34 Are you a“Visible Learning” Teacher?
- 35. 35 Teacher Timetable forCollaborative Expertise
- 36.
- 37. MATATAG Curriculum Training| 2024 37 Activity Time Allotted Notes on Focus Collaborative discussion and sharing on: a. Teaching-Learning Materials b. Issues, concerns on the lessons and clarification c. Approach d. Other teaching- learning related matters With Peers (Scheduled Collaborative Expertise Time) After class to complete the 8 hours or within the 2 hours after the 6 hours teaching Teachers share with peers their perspectives and discuss: a. lesson plans and approach/content as well as learners’ activity sheets b. issues, concerns on the lessons and seek clarification c. final approach d. Other teaching-learning- related matters
- 38.
- 39. MATATAG Curriculum Training| 2024 39 Activity Time Allotted Notes on Focus Collaborative discussion and sharing about: A. Lessons: Content, components, learnings, key observations noted within a grade and a subject After class to complete the 8 hours or within the 2 hours after the 6 hours teaching Focus on sharing teacher observations and hearing from peers in the same grade and subject area
- 40. MATATAG Curriculum Training| 2024 40 Activity Time Allotted Notes on Focus Collaborative discussion and sharing about: B. Learners performance: abilities, processes used, interesting, occurrences, teacher learnings, key observations noted within a grade and a subject After class to complete the 8 hours or within the 2 hours after the 6 hours teaching Focus is on sharing teacher perspectives on how students performed in class, how they reacted to the lesson, and how the content was presented with peers from the same grade and subject and hearing perspectives across different grades and subjects
- 41.
- 42. MATATAG Curriculum Training| 2024 In a group of 5 or with your previous groups, organize your own collaborative expertise session and improve your draft MATATAG Lesson Plan. 42
- 43. MATATAG Curriculum Training| 2024 1. Assign the following roles: facilitator, researcher, checker, recorder, timekeeper. 43
- 44. MATATAG Curriculum Training| 2024 2. In 20 minutes, discuss your MATATAG Learning Area Walkthrough of Learning Resources Output (Critique of Lesson Exemplar). Revisit the lesson exemplar, curriculum guide, instructional design framework, suggested pedagogies and assessment strategies. 44
- 45. MATATAG Curriculum Training| 2024 3. In 40 minutes, strategize and prepare a one-day lesson plan using the MATATAG template. Assign a demo teacher who will deliver the lesson. While some members are busy with the LP, other members may prepare the learning resources to be used (e.g., visual aids, setting up online resources, assessment, etc.). 45
- 46. MATATAG Curriculum Training| 2024 4. In 10 minutes, finalize and check the lesson plan and learning resources. Take a clear photo of your output and send it to your MATATAG learning area group GC. 46
- 47.
- 48. MATATAG Curriculum Training| 2024 Guide Question 1. Did this exercise change your perspective about LAC? 48
- 49. MATATAG Curriculum Training| 2024 Guide Question 2. How can we further improve the process of organizing collaborative expertise? 49
- 50.
- 51. MATATAG Curriculum Training| 2024 Session Objectives 51 ● Analyze situations illustrating collaborative expertise. ● Acknowledge the value of diversity in teaching styles and perspectives within a team. ● Practice collaborative expertise through review and improvement of a lesson exemplar.
- 52. MATATAG Curriculum Training| 2024 Reference DepEd Order No. 35, s. 2016, The Learning Action Cell As A K To 12 Basic Education Program School-based Continuing Professional Development Strategy For The Improvement Of Teaching And Learning DepEd Order No. 14, s. 2023, Policy Guidelines on the Implementation of the National Learning Camp Visible Learning, https://www.structural-learning.com/post/visible-learning-a-teachers -guide 52
- 53. MATATAG Curriculum Training| 2024 53
- 54. MATATAG Curriculum Training| 2024 54 Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation Deck Developer/s NEAP Dustin Troy Joson MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
- 55.
Editor's Notes
- #1 Introduction: Welcome the participants and set the tone for the training. Say: Good morning/afternoon, dear fellow school leaders/teachers!
- #2 Show: COLLABORATIVE EXPERTISE Do: Ask the participants if they are familiar with the concept of collaborative expertise? Where do we commonly use this concept? Affirm their responses and mention that this concept is done aligned with the Learning Action Cells (LAC)
- #3 Say: As introduced I am <name of resource person> and I will be your facilitator for this session.
- #4 Do: Read the slide content.
- #5 Do: Read the slide content.
- #6 Do: Read the slide content.
- #7 Do: Read the slide content.
- #8 Do: Read the slide content.
- #9 Do: Read through the session objectives.
- #10 Do: Read through the session flow.
- #11 Say: Before we go deep into our discussion, I just want to confirm something about Learning Action Cells. The activity is called How’s you LAC? I’ll be flashing some questions on screen and I’ll be calling some participants to answer.
- #12 Do: Flash and read the question. Pause for at least 5 seconds and call from the group to share their answer. 15.1 Learner Diversity and Student Inclusion 15.2 Content and Pedagogy of the K to 12 Basic Education Program 15.3 Assessment and Reporting in the K to 12 Basic Education Program 15.4 21st Century Skills and ICT Integration in Instruction and Assessment 15.5 Curriculum Contextualization, Localization, and Indigenization
- #13 Do: Flash and read the question. Pause for at least 5 seconds and call from the group to share their answer. self-assessment tools, classroom observation results, critical reflections, surveys, research-based teacher development needs, students’ assessment results, and other forms.
- #14 Do: Thank the participants for their participation. Affirm their responses and reactions and connect it to the review of DO no. 35, s. 2016
- #15 Show: (Slides # ) Present DepEd Order 35, s. 2016
- #16 Say: LAC is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC Leader. LACs will become the school-based communities of practice that are positive, caring, and safe spaces. Do: Put emphasis when saying the words in bold text. These words will be repeated throughout the session. Observe the participants reaction and acknowledge while passing through the text.
- #17 Say: Similarly, this is the concept of how LAC is used for the CE which is evident in the implementation of the National Learning Camp.
- #18 Do: Ask one of the participants to read the text. Thank the participant. Say: The CE through LAC shall focus on strategies, preparing teaching materials, and discussing other teaching-related concerns. Also take note, per the policy the CE is done two days every week. Ideally, every Monday for the planning and preparation and Friday for the review of practice.
- #19 Say: For this activity, I will be randomly calling one participant. Once called, kindly stand and shout your name, region, grade level and learning area. We will be having scenarios; the lucky participants will be asked to read what is flashed on screen. The question is, is it LAC or not considering the provisions of DepEd Order No. 35, s. 2016. So, let’s start!
- #20 Do: Read the scenario or ask a participant to read the scenario then call a random participant from the registration list. Enrich the processing by allowing the group to pitch in ideas.
- #21 Do: Reveal the answer for each situation. Validate the answer with the participants and process accordingly.
- #22 Do: Call a random participant from the registration list. Enrich the processing by allowing the group to pitch in ideas.
- #23 Do: Reveal the answer for each situation. Validate the answer with the participants and process accordingly.
- #24 Do: Call a random participant from the registration list. Enrich the processing by allowing the group to pitch in ideas.
- #25 Do: Reveal the answer for each situation. Validate the answer with the participants and process accordingly.
- #26 Say: After that quick review of policies and issuances. Now lets fully immerse ourselves with the highlight of the session which is collaborative expertise.
- #27 Do: Read the slide content.
- #28 Do: Read the slide content.
- #29 Do: Read the slide content. Say: CE is a deliberate activity that teachers must organize. To better facilitate such activity, here are characteristics of a “Visible Teacher” of John Hattie.
- #30 Show: The “Visible Learning” Teacher Say: To become the best teacher to our learners, becoming a “visible teacher” is as simple as being active, transparent, engaging and passionate in one’s own learning and teaching the students. John Hattie believes that the visible teachers possess the following eight important mind frames.
- #31 Do: Read the text. Say: As teachers, we need to continuously improve ourselves, the “how’s” of teaching. We are the greatest change agents! Remember that dear teachers. All professions will not exist if not for us. That’s how important we are and by that we should take pride in what we do.
- #32 Do: Read the text. Say: Just like how important feedback is to the learners, the same goes for us teachers. That’s why do not be afraid of it. When you have your CO, take pride in it and look forward to the feedback and comments because it will help you improve. And knowing CE, even without a formal CO you may organize such observations. The thing is you need to be willing and open to it. No hard feelings. Reflect on your pre-and post test, your performance task, why? Because it can help you evaluate your own performance. There are even times that at the end of activities, we can also ask our learners on how we can improve the activity. Be open to that. Do you assignment, do your individual work, do your project.. Let us deviate from such expressions and be more creative in engaging our students like what we are doing now through collaboration.
- #33 Do: Read the text. Say: Let me just clarify, 80% of class time is in classroom talk means meaningful conversations. Group dynamics. Analysis of text, video, sounds, etc.. Engage the learners to be critical thinkers and welcome dialogue with them. But just note, be ahead of them. You need to be well versed in your specialization and must also be able to form links and connections with other learning areas or relevant social content. I think this is the most important of it all. Be someone they can trust and have confidence in. You have to be approachable and willing to extend yourself to them.
- #34 Say: The question is? Are you a Visible Learning Teacher? Do you possess the 8 mind frames? Do: Ask for show of hands Say: If you are, that’s amazing! Let’s keep on the passion for teaching alive. If you’re not, don’t worry! That’s why we have each other. That’s the reason for revisiting LAC and reforming our practice through CE. Not only for us, well it is for us and primarily for our kids, the learners.
- #35 Say: For a better structure of CE, I will now share with you a timetable that you can use to organize your CE. Please take note that this has been applied during the NLC and can be adopted. Notes to RP: This schedule is only suggested as applied in the NLC. There might be future issuances that will secure a legal basis of conducting CE through LAC.
- #36 Do: Show the slide Say: Ideally this CE is done every first day of the week or Monday. Do: Ask the participants, the critiquing of the lesson exemplar in the previous session is considered as?, is it planning and preparation or review of instruction? Practice collaborative expertise through review and improvement of a lesson exemplar.
- #37 Do: Ask one participant to read the activity column, another for time allotted column, and another for notes on focus. Say: Following the personal preparation is the collaboration. This can be scheduled 2 hours before or after the 8 teaching hours. Take note on the area of focus.
- #38 Do: Show the slide Say: Ideal this CE is done every last day of the week or Friday.
- #39 Do: Read the text. Remind the teachers to be open to the observations and feedback of the group.
- #40 Do: Read ask participants to read individually each column. After reading, remind the participants to be open to the observations and feedback of the group.
- #41 Show: Let’s Collaborate Do: Capture the participants attention and ask them to focus and listen. Say: Now lets have a practice.
- #42 Do: Read the instruction and provide the templates
- #43 Do: Read the instruction and provide the templates
- #44 Do: Read the instruction and provide the templates
- #45 Do: Read the instruction and provide the templates
- #46 Do: Read the instruction and provide the templates
- #47 Say: Alright, time is up. I hope everyone is ready with their lesson plans. Remember this will be used in the next session for demonstration teaching. Do: Ask the participants to settle down. Say: To formally close this session, let’s have a quick reflection with the help of emojis.
- #48 Do: Read the question and call one or two participants to share their insight. Smile Sad Neutral Rolled Eyes Angry Ask them why they chose that emoji. Respectfully cut the conversation if it is too long.
- #49 Do: Read the question and call one or two participants to share their insight. Smile Sad Neutral Rolled Eyes Angry Ask them why they chose that emoji. Respectfully cut the conversation if it is too long.
- #50 Conclusion Say: Do you have any thoughts or insight you would like to share to the group? Any clarifications or concerns you want to discuss? Do: Provide 5 points to end the session. Say: 1. Collaborative Expertise is a concept introduced by prominent educational researcher John Hattie in his book "Visible Learning". 2. CE is conducted through LAC. 3. School Leaders must lead and support the conduct of CE. 4. The CE is a safe space that allows teachers to discuss freely the challenges and issues in the delivery of lessons and to work as a group in coming up with the desired solution. 5. CE is a cycle of planning and preparation and review of instruction.
- #51 Show: Present the session objectives and confirm with the participants if all objectives were achieved.
- #52 Say: Here are the references we used. If you come across a question or concern, feel free to reach out to me or to any members of our team and we will respond accordingly.
- #53 Do: Thank the participants and close the session by reading the quote presented on the slide.