The End of Course Action Plan is an output to be prepared before the GURO21 Revalida. It contains plans for the academe after completing the theories of the course.
This document is a sample that you can get inspiration from when writing your own End of Course action plan.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
pabasa sa ICT coordinator, then sya papagawa sa mga teachers, isang pc/laptop lang gamitin para d magulo... huwag ka na maghanap ng google forms o microsoft forms version... sumunod ka...
Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by TTFPC AProf Glenn Finger, 5 May 2011, Queensland, Australia.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
pabasa sa ICT coordinator, then sya papagawa sa mga teachers, isang pc/laptop lang gamitin para d magulo... huwag ka na maghanap ng google forms o microsoft forms version... sumunod ka...
Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by TTFPC AProf Glenn Finger, 5 May 2011, Queensland, Australia.
ACTION RESEARCH RATIONALE OF THE STUDY LAC SESSION.docxEmmanuel Gamana
I wrote this 13 pages Action Research to hopefully help my school in doing establishing a systematic Learning Action Cell sessions different from usual meetings.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
EDUC 4-Charter on the Rights of Marginalized Children in Developing EconomiesCarlo Casumpong
This is a sample of a charter as required in the concluding output of Educ 4. It contains the charter focusing on the rights of marginalized children in developing economies like the Philippines.
Egyptian and Arabian literature are significant periods in Afro-Asian literature. This document contains basic information on literary works and canon writers in Egyptian and Arabian literature.
The American colonies were the British colonies that were established during the 17th and early 18th centuries in what is now a part of the eastern United States. The colonies grew both geographically along the Atlantic coast and westward and numerically to 13 from the time of their founding to the American Revolution.
This material contains the introduction to American Colonial Period.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Just like in writing, speaking requires certain communicative styles. In this presentation, quarter 1 module 3 of English 9 will be exemplified.
From frozen to casual communicative styles, we need to know them all in order to suit our speaking styles with the context we are in.
Textual aids are important sensory aids in teaching and learning. They help in developing metacognition among learners.
In this presentation, quarter 1 module 2 of grade 10 will be discussed, focusing on major types of textual aids.
Haiku and Tanka are two major poetic forms in Japan. Haiku is widely known with 5-7-5 measure while Tanka has 5-7-5-7-7.
This file contains haiku and tanka write-ups of my wife.
INTRODUCTION CONTEMPORARY LITERATURE_Story as a GenreCarlo Casumpong
Contemporary Literature covers literary works after the World War II. In this period, emerging genres which are basically influenced by pop culture are existent.
In this presentation, we'll talk about introduction to contemporary literary genres, focusing on stories either fiction or non-fiction.
Complaints are different from grievances in one way in human resource management. In this presentation, both are compared and contrasted. Moreover, the process of grievance is simply explained.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Name: Casumpong, Carlo O. Subjects Handled: English 8 & Science Investigatory Project
School: Mabini National High School Division: Davao de Oro
FLT: Dr. Lorna Mapinogos
End-of-Course Action Plan
Concepts to be
Applied/ Shared
Activities or
Projects &
Objectives
Date and
Duration
(Beginning &
Ending Dates)
Human Resources
Needed
Financial
Resources
Needed
Material & other
Resources Needed
Indicators of
Success
Complementing
the 21st
Century
Critical Attributes
with New
Parameters for
Teaching and
Learning
1. Project
FINEST
(Futuristic
Integrationof New
Education for
Studentsby
Teachers)
This is a quarterly
activity that
monitors the
practices of
teachers in
integrating eight
(8) critical
attributes of the
21st Century with
the five (5)
parameters of
teaching and
learning.
Once every
quarter, from
August 2021-
May 2022
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
P 5,000.00 (to be
taken from the
MOOE funds on
personnel
trainings and
continuous
development)
81 sheets of
bond paper, A4
size
11 pcs. craft
folders, A4 size
81 pcs. small
paper clips
68/68 teachers
have given an
evaluative
feedback on the
implementation
of Project FINEST.
11 in-charge
school heads or
curriculum heads
have provided
individualized
inputs to the
teachers in
honing their 21st
Century
Attributes.
2. 2. Virtual
Training-
Workshop on
Skills
Development
towards 21st
Century
Education
This is a two-day
training and
workshop in line
with the
acquisition of 21st
Century Skills and
Literacies for
teachers to hone
basic functional
literacy among
the learners.
August 5-6, 2021 1 Teacher-Facilitator
2 Resource Speakers
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
Honorariums for
Resource
Speakers –
P 6,000.00/2
Other
Communication
Expenses and
Certificates –
P 5,000.00/81
2 short
envelopes for
honorariums
Wi-Fi modem
for streaming
1 Laptop with
camera
2 pcs. Certificate
holders
81 sheets of
bond papers, A4
size
1 set eco tank
ink, by 4 bottles
81/81 school
personnel have
attended the
virtual training-
workshop, based
on attendance
and assessment
turnouts via
Google Forms.
3. Class
Observation
Sessions Using
the COT-RPMS
The COT-RPMS is
a standardized
tool pursuant to
the Philippine
Professional
Standards for
Once every
quarter, from
August 2021-
May 2022
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
None 81 sheets of
bond papers, A4
size
11 pcs. ballpoint
pens, 0.3 mm
black
74/74 COTs (of
MTs and
Teachers) have
been filled-in
with excellent
ratings.
3. Teachers which
has an
implication of the
improvement of
21st Century
teaching and
learning.
4. Post-
Conferences on
the
Conformance to
COT-RPMS.
It is a quarterly
conference with
individual
teachers who
have been
observed and
rated based on
the COT. The
conferences
shall be held by
either the Head
Teachers or
Master
Teachers,
depending on
whoever has
Once every
quarter, from
August 2021-
May 2022
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
None 81 sheets of
bond papers, A4
size
11 pcs. ballpoint
pens, 0.3 mm
black
74/74 COT
ratings (of MTs
and Teachers)
have been agreed
and deliberated
with the School
Heads.
Documentation
on post-
conference on
the adaptation to
the 21st Century
Critical Attributes
and New or
Contemporary
Parameters for
Teaching and
Learning.
4. observed the
teachers.
Relearning the
Four Pillars of
Learning
1. Training
Needs Analysis
(TNA) on the
Four Pillars of
Learning
This is a modified
TNA that focuses
on training and
skill-based needs
of teachers in
terms of meeting
21st century
learning through
the four pillars of
learning as
established and
maintained by
UNESCO.
Annually, on July
30, 2021
1 Administrative
Officer
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
P 500.00 (to be
taken from
MOOE funds on
personnel
trainings and
continuous
development)
Laptop
connected to
the Internet
Wi-Fi modem
81/81 school
personnel have
accomplished the
electronic form
on TNA of Four
Pillars of Learning
Summary of
results from the
TNA
2. Learning
Action Cells
Each learning
area will convene
a Learning Action
Cell session
Quarterly,
October 28,
2021
January 21, 2022
April 29, 2022
June 17, 2022
6 Master Teachers
68 Teachers
P 4,000.00 (to be
taken from
MOOE funds on
personnel
trainings and
Laptop
connected to
the Internet
Wi-Fi modem
Cartolina/Manila
paper
Minutes of LAC
Session
Individual Notes
of LAC Session
Accomplishment
Report to be
5. focusing on
relearning the
four pillars of
learning, as
explained by
UNESCO.
The said LAC
session shall be
in conformance
to the results of
the TNA.
continuous
development)
Permanent
Marker
81 sheets of
bond paper, A4
size
finished by the
Master Teacher
Acquiring and
developing the
21st
Century
Literacies in the
Persona of a
Teacher: as an
Expert in Subject
Matter,
Facilitating
Learning, and
Managing
Classrooms.
1. School-based
Training and
Workshop on
Innovative
Teaching
Strategies in
the 21st
Century
In order to
develop
innovativeness of
the teachers in
exercising
teaching
pedagogy
relevant to the
needs of the
learners, this
training is
September 13,
2021
3 Resource Speakers
(each assigned to
each persona of a
teacher in the 21st
century)
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
P 15,000.00
(to be taken
from MOOE
funds on
personnel
trainings and
continuous
development)
Laptop
connected to
the Internet
Wi-Fi modem
81 sheets of
bond paper, A4
size
Training
Assessment
Outcomes
Photo
Documentations
Accomplishment
Report
6. formulated to
widen the
current
landscape of 21st
Century
Education.
2. Project TUKI
(Teachers’
Untarnished and
Keen
Improvement)
This is a special
initiative that
institutes
professional
development
among teachers
to develop their
21st Century Skills
as experts in
subject matter,
facilitating
learning, and
managing
classrooms.
One major
priority in this
initiative is to
institutionalize
the participation
Throughout the
Academic Year
1 MOOC Focal
Person
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
None (The
Project TUKI is
dependent on
own free MOOC
relevant to the
needs of the
teachers)
Laptop
connected to
the Internet
Wi-Fi modem
Photo
Documentations
of Acquired
MOOC trainings
Assessment
Outcomes
Certificates
7. in Massive Open
Online Courses as
recommended by
the School Heads
and the School
In-Charge for
Professional
Development.
3. Test Bank
Registers in the
Learning
Commons
The school shall
establish a
Learning
Commons
exclusive for
teachers from
different subject
areas. This is
where teachers
can deposit a
copy of their
respective test
questionnaires in
the so-called
“Test Bank
Registers” forthe
consumption of
everybody.
Throughout the
Academic Year,
whenever Test
Bank Registers
are being
Updated
1 Learning
Commons In-Charge
1 School Principal
1 Asst. School
Principal
6 Master Teachers
68 Teachers
P 45,000.00 (to
be taken from
MOOE allotment
for Office
Supplies)
Protected Metal
Register for Test
Questionnaires
OPAC System
Laptop
connected to
the Internet
Wi-Fi modem
Physical Structure
of Test Bank
Registers within
the Learning
Commons
Test
Questionnaires
8. However,
confidentiality of
contents in the
registers shall be
deemed
necessary.
Enriching
Learning
Resources and
Activities for
Localization,
Contextualization,
and
Indigenization
1. Reaching the
Peak by Staying
on the Plain: A
Seminar-
Workshop on
Inclusive
Education
In light of the
promotion of
inclusive
education,
teachers shall be
able to localize,
contextualize,
and indigenized
learning
resources,
materials,
activities, and
assessment tasks.
November 19,
2021
1 Resource Speaker
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
P 5,000.00 (to be
taken from
MOOE funds on
personnel
trainings and
continuous
development)
Laptop
connected to
the Internet
Wi-Fi modem
Materials to be
requested by
the Resource
Speaker
Training
Assessment
Outcomes
Photo
Documentations
Accomplishment
Report
9. 2. Class
Observation
Sessions Using
the COT-RPMS
The COT-RPMS is
a standardized
tool pursuant to
the Philippine
Professional
Standards for
Teachers which
has an
application of
contextualization,
localization, and
indigenization.
Once every
quarter, from
August 2021-May
2022
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
None 81 sheets of
bond papers, A4
size
11 pcs. ballpoint
pens, 0.3 mm
black
74/74 COTs (of MTs
and Teachers) have
been filled-in with
excellent ratings.
4. Post-
Conferences on
the
Conformance to
COT-RPMS.
It is a quarterly
conference with
individual
teachers who
have been
observed and
rated based on
the COT. The
Once every
quarter, from
August 2021-
May 2022
1 School Principal
1 Asst. School
Principal
3 Head Teachers
6 Master Teachers
68 Teachers
None 81 sheets of
bond papers, A4
size
11 pcs. ballpoint
pens, 0.3 mm
black
74/74 COT
ratings (of MTs
and Teachers)
have been agreed
and deliberated
with the School
Heads.
Documentation
on post-
conference on
the application of
strategies for
contextualization,
10. conferences shall
be held by either
the Head
Teachers or
Master Teachers,
depending on
whoever has
observed the
teachers.
localization, and
indigenization.
Learner’s Signature: CARLO O. CASUMPONG Reviewed/Approved by: CHUCHIE FERRANDO-YOG
Teacher I School Principal III