The document outlines a personal lifelong learning plan for a teacher to improve their literacy skills in areas relevant to 21st century education. The plan assesses the teacher's current competency in 7 literacies and identifies activities, timeframes, and resources needed to enhance each skill. Barriers like time conflicts and lack of funding are acknowledged along with proposed solutions. In a reflection, the teacher discusses the challenges of developing their first lifelong learning plan but believes accomplishing it will help direct their personal and professional growth to meet changing educational needs.
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.
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.
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.
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.
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.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
Learning Plan Template. Designed for students so that they can plan their time at school. I have tried to make it interactive so download the file to see it's full effect.
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.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
Learning Plan Template. Designed for students so that they can plan their time at school. I have tried to make it interactive so download the file to see it's full effect.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
Untangling the professional development plan: a 'how to' guide for informatio...Alisa Howlett
This presentation was initially delivered to the Queensland TAFE Library team in July 2014. It aims to make sense of the mystery behind developing a personal professional development plan that is flexible, yet informative in making good career decisions.
NSI 2014: Standardized Individual Learning Plans - It's Not an OxymoronNaviance
Learn how to build individual learning plans (ILPs) using the tools offered by Naviance. Hear how two districts went about the process of selecting requirements, writing a scope and sequence, and building requirements onto Naviance. Understand how to gain district and school buy-in, and show success through reporting.
CAEL 2015 - Backward (Instructional) Design: Updating ID Toolboxes for Person...Jonathan Mott
Instructional designers (IDs) are routinely called on to design linear, one-size-fits-all learning experiences built around "content" (e.g., textbooks, lectures, etc.). With the growth of personalized, adaptive, and CBE models, IDs need to rethink old habits and acquire new (or dust off old) design tools. In this interactive session, learning leaders, faculty, and IDs will work through the first steps of a "backward" (Wiggins & McTighe) curriculum redesign process. We will provide participants a framework to put adult learner capabilities front and center in their curriculum implementations. This framework also includes several personalization and adaptivity delivery models and modality variables.
IMS Global 2014 - Learning-Centric InfrastructureJonathan Mott
Creating a Learning-Centric (not LMS-centric) Infrastructure on Your Campus The LMS has become the de facto center of the learning infrastructure on most campuses. The underlying LMS model, however, presents multiple problems and limitations for academic and technology leaders. By building a framework based on interoperability standards that allows multiple teaching, learning, content, and assessment tools (including those residing in the LMS) to interact seamlessly, institutions can shift their focus to innovative teaching and learning improvement (rather than simply the "management" of learning). In this session a model will be presented of an LTI-based learning infrastructure that leverages, but does not exclusively depend on the LMS.
Overview of UMUC's collaboration with Learning Objects on the extended, competency-based transcript. This work flows from the IMS Global working group on competencies, credentials, and next-generation transcripts. Provides an update on work funded and coordinated with the Lumina Foundation, AACRAO, and CBExhcange.
Strategies for keeping the eLearner engagedYum Studio
PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
1. PERSONAL LIFELONG LEARNING PLAN
21st Century Literacy Level of Activities to Time Frame Support/Resources Needed Barriers/Challenges Solution/Action Point
Competency Improve/Enhance
(Strong, Good, Literacy
Weak)
The Arts and Good Attend Seminar- Every Semestral Seminars-Workshop/ Arts Skills not Ask permission/ authority to
Creativity Workshop on break Trainings/ developed the Department if you are in
Enhancing Arts and Funds the service
Creativity Skills in Conflict time with
problem-solving teaching period Give/Set time for
trainings/Seminars
Insufficient funding
Grab the opportunity when
there are free or not free
seminars/Trainings/workshop
offered by the Department
Ecoliteracy Good Attend Seminars and Every Semestral Seminars/Activites/Prorgrams Conflict time Ask permission/authority to
participate in every break conducted by Environmental Insufficient funding the Department if you are in
activities promoting agencies/ the service
Ecological literacy to Funds Give/Set time for
develop awareness of trainings/Seminars
the environment
Grab the opportunity when
there are seminars offered
Cyberliteracy Good Attend Computer Every Semestral Seminars/Programs/Activities Conflict time Ask permission to the
(Computer and ICT) Related Seminar- break required by the DepEd Department if you are in the
Workshops to Skills in basic use of service
acquire/develop Online Tutorial/Classes computer, internet
skills in the use of Funds (ICT) Give/Set time for
computers, internet trainings/Seminars
& other information Insufficient funding
technologies. Grab the opportunity when
Enroll a computer there are seminars offered
related course(e.g.
Online courses)
Integrate /use ICT
most often as a tool All year round
of learning process.
2. Financial Literacy Good Engage in the All year round Seminars/Programs/Activities Management skills is Ask permission/authority to
activities Regarding not developed/ the Department if you are in
Financial Funds to conduct activities the service Give/Set time for
Management (e.g Time conflict with trainings/Seminars
livelihood activities, Teaching period
entrepreneurship) Grab the opportunity when
there are seminars offered
Media Literacy Weak Attend Seminar- Every Semestral Seminars-Workshops/ Conflict time Ask permission/authority to
Workshop on How to break Trainings the Department if you are in
develop skills in Funds Insufficient funding the service
integrating & using
media as a tool of Give/Set time for
learning trainings/Seminars
Grab the opportunity when
there are seminars offered
Social/Emotional Good Engage in All year round Funds Lack of time and Ask permission/authority to
Literacy activities/programs chances to engage in the Department if you are in
of the society to Seminars/Programs/Activities the different people the service
acquire social skills
and develop Time Give/Set time for
emotional conflict with Teaching trainings/Seminars
intelligence period
Grab the opportunity when
Insufficient funding there are seminars offered
Globalization and Weak Attend Seminars Every Semestral Funds Lack of chances and Ask permission/authority to
Multicultural on Developing a break time learning one’s the Department if you are in
Literacy Culture Respect for Seminars/Programs/Activities culture the service
Cultural Diversity
Time conflict with Give/Set time for
Teaching period trainings/Seminars
Insufficient funding Grab the opportunity when
there are seminars offered
Prepared by:
MARIO B. PIDLAOAN
Learner
GURO21 Class 5
3. REFLECTION PAPER ON THE PLLP
Honestly speaking, I am an ordinary mathematics teacher in Malacaňang National High school who
does teaching in the traditional way that is “Chalk and Talk”. I only teach the lesson or topicconfined or
indicated in the curriculum with time bound. I usually deliver and present the different lessons in a single
strategy, the Traditional way of Teaching.
I have been experiencing preparing Learning Plans in my subject area but all those have limitation.
But preparing, designing and planning Personal Lifelong Learning Plan is much different from all other
Learning Plan I prepared. I experienced difficulties during the preparation and planning of the PLLP.
Before writing the plan there are many things to consider e.g. I have to assume that I am a 21st century
teacher, I should know the Four Pillars of Learning, Imust know within myself the 21st century skills and
the 21st Century Literacies. I should also know what Personal Lifelong Learning is and I should develop and
possess the Knowledge, Skills, Attitudes, and Values (KSAVs) needed to cope with the changes in the 21st
century education.
I have to take into consideration that designing a Personal Lifelong Learning Plan is not easy task
because this is the plan of my progress from one learning level to the next throughout my lifetime. And
also, I took many paths in designing this Personal Lifelong Learning Plan. However, one path for success
begins reviewing the seven21st century Literacies. I should know every literacy by heart because it will help
me lay the ground work for creating a successful learning plan.
Writing Personal Lifelong Learning Plan is such difficult task but once accomplished this will be
my assurance of being focus and directed in my personal and professional development. I can also create,
control, manage and direct my students„ learning and helping them develop the Knowledge, Skills,
Attitudes and Values they need to succeed in their studies and works as the new challenges of the 21st
Century Education.
Implementation of this Personal Lifelong Learning Plan may encounter challenges or difficulties but
it is possible to accomplish for the preparation of the challenges of 21st century education for we have to
make changes within ourselves and in education itself.
Be 21st Century Teachers equipped with 21st century KSAVs.
(Mario B. Pidlaoan)