The document outlines the in-service training program for teachers at Oleras National High School. The 3-day training will focus on improving teaching practices through understanding student learning preferences, employing differentiated instruction techniques, incorporating contextualization and developing data-driven action plans. Specific topics will include deepening knowledge of student learning styles, crafting contextualized lesson plans using differentiated instruction, and creating sample action plans based on assessment data. The training aims to help teachers strengthen their ability to meet the diverse needs of students through responsive teaching practices.

1. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
IN-SERVICE TRAINING PROGRAM DESIGN
I. General Program Information
1.1. Title: NAVIGATING TEACHING AND LEARNING PROCESSES: ROAD TO IMPROVING TEACHERS’
TEACHING PRAXES
1.2. Rationale
“The quality of learning is greatly influenced by the quality of teaching.” This is the mantra that DepEd
holds. With this, DepEd does not only hire good teachers but also take efforts to support their development in the
teaching profession. Hence, different methods of teacher professional development are implemented to improve
teaching-learning processes. In fact, Little (2003) indicated that organizing professional learning communities
will aid teachers in the construction of new knowledge about instruction as well as in revising traditional beliefs
and assumptions about education, community, teaching, and learning to suit the present needs of learners.
Furthermore, the advantages of conducting bottom-up training program were highlighted in the DepEd Order 35,
s. 2016 titled 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. While this has been in place
and widely practiced in DepEd, the conduct of In-Service training that provides a much longer time to address
the teachers’ training and developmental needs is imperative. Pursuant to Division Memorandum 16, s. 2023
titled Conduct of Mid-Year Break In-Service Training (INSET), schools are directed to devote the one-week mid-
year break for the mid-year performance review and the conduct of an In-Service training that underscores the
developmental needs of teachers. Hence, the OLERAS NATIONAL HIGH SCHOOL shall conduct its school-
based In-Service Training titled NAVIGATING TEACHING AND LEARNING PROCESSES: ROAD TO
IMPROVING TEACHING PRAXES.

2. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
1.3 Program Description
This In-Service training will include topics on Students Learning Preference, Differentiated Instructions,
Contextualization, Localization and Indigenization, and Relevance of Assessment Data and Action Planning.
It should be noted that learners are different and unique individuals. Hall (2011) pointed out that as they
take part in the learning context, they bring their own unique characteristics which thereby affect the learning
process. Hence, there is a need for teachers to gain greater understanding on the students’ learning preferences.
Additionally, teachers also have to be exposed to varied teaching approaches and processes in order to tailor-fit
their practices to the varied learners’ context. The use of varied teaching approaches that are appropriate to the
needs of the learners is vital in achieving the desired objectives of the lesson (TIP, Module IV).
Terminal Objectives: Generally, this In-Service training aims to update and refamiliarize the teachers
with the teaching and learning process that will hopefully rekindle in them the need to develop and exhibit a more
directed, focused, and responsive teaching and learning praxes.
Enabling Objectives: Specifically, the participants are expected to:
1. deepen understand the students learning preferences;
2. craft a contextualized lesson plan that utilizes differentiated instruction; and
3. appreciate the relevance of assessment data and craft a sample data-driven action plan.
1.4 Professional Development Priorities
PPST
Domain 3. Diversity of Learners
Strand 3.1 Learners’ gender, needs, strengths, interests and experiences
Beginning Teachers: 3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit
the learners’ gender, needs, strengths, interests and experiences.
Proficient Teachers: 3.1.2 Use differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences.

3. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
Domain 4. Curriculum and Planning
Strand 4.3 Relevance and responsiveness of learning programs
Beginning Teachers: 4.3.1 Demonstrate knowledge in the implementation of relevant and responsive
learning programs.
Proficient Teachers: 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.
Domain 5. Assessment and Reporting
Strand 5.5 Use of assessment data to enhance teaching and learning practices and programs
Beginning Teachers: 5.5.1 Demonstrate an understanding of the role of assessment data as feedback in
teaching and learning practices and programs.
Proficient Teachers: 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement
Strand 6.1 Establishment of learning environments that are responsive to community contexts
Beginning Teachers: 6.1.1 Demonstrate an understanding of knowledge of learning environments that
are responsive to community contexts.
Proficient Teachers: 6.1.2 Maintain learning environments that are responsive to community contexts.
1.5 Indicative Date of Implementation
This In-Service Training will be conducted from February 06, 2023 to February 08, 2023.
1.5 Delivery Platform
This shall be conducted through a face-to-face delivery platform.
1.5 Target Participant
The expected participants will include:
17 teachers from the Senior High School Department, to wit:

4. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
4 teachers from Grade 7
4 teachers from Grade 8
4 teachers from Grade 9
5 teachers from Grade 10
9 teachers from the Senior High School Department, to wit:
4 teachers from Grade 11
5 teachers from Grade 12
II. Instructional Design
Title: NAVIGATING TEACHING AND LEARNING PROCESSES: ROAD TO IMPROVING TEACHERS’
TEACHING PRAXES
Duration Topic Session
Objectives
Methodology Assessment
Strategies
Outputs Resource Person/
Learning
Facilitator
1. 4 hours Understanding
Students’
Learning
Preferences
To develop deeper
understanding of
the Students’
Learning
Preferences
Using discussion
and collaborative
learning method,
the participants
will deepen their
understanding of
the Students’
Learning
Preferences with
the aid of various
Brainstorming
and
collaborative
learning
approaches
will be
employed to
allow the
participants to
share their
Accomplished
students’
learning
preferences
and style.
DR. GEORGE M.
PINCA &
JHANELLYN A.
DULAY

5. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
tools in
identifying the
students’ learning
preferences and
styles.
understanding
of the concepts.
Quick time
questioning
will also be
employed to
monitor
participants
engagement
and
understanding
of the concepts.
2. 4 hours Employing
Differentiated
Instructions
and Lesson
Planning
To refamiliarize
the teaching
approaches that
can be used in
making lesson
plans utilizing
differentiated
instructions.
Using interactive
discussion
method, the
teachers shall be
able to: recall and
share, as well
reflect from the
teaching practices
shared by their co-
participants.
Sharing of
commitment
and reflective
thoughts on the
utilization of
the
differentiated
instructions.
Sample
Contextualized
Lesson Plan
that utilizes
differentiated
instructional
approaches
DR. GEORGE M.
PINCA & MERCY
LEANO
3. 4 Hours Contextualizati
on,
Localization
and
Indigenization.
To develop deeper
understanding
contextualization,
localization, and
indigenization and
how it can be
integrated in
Interactive
discussion method
and workshop
shall be employed
to allow teachers
to share ideas and
concretize their
Sharing
reflective
thoughts and
experiences
during the
crafting of
lesson plans to
monitor their
Sample
contextualized
lesson plan
IAN V. DUMALAG
& MARILYN L.
GALIT

6. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
lesson planning
and instructions.
understanding of
the
engagement
and
understanding
of the concepts.
4. 4 Hours Relevance of
Assessment
Data and
Action
Planning
To appreciate the
value of
assessment data
and utilize as basis
for action
planning to
modify and
improve teaching
practices.
Interactive
discussion method
and workshop
shall be employed
to allow teachers
to share ideas and
concretize their
understanding of
the concepts.
Sharing
reflective
thoughts and
experiences
during the
action planning
to monitor their
engagement
and
understanding
of the concepts.
Sample Action
Plan that
highlights the
interventions/i
nitiatives
RENERIO E.
MARTINEZ,
CECILIO E.
DACALLOS JR.,
LORENCE S.
GUDIAGA, NITA
E. LAGRIMAS
III. Indicative Schedule of Activities
Time Day 1 Day 2 Day 3
8:00 – 9:00 AM Preliminaries
Opening Program
*Lupang Hinirang
*Interfaith Prayer
*Division Hymn
*Welcome Remarks
*Statement of Purpose
*Acknowledgment of
Participants
*Norms and Schedule of
Activities
*Preliminaries
*Nationalistic Song
*Short Prayer
*Management of Learning
*Energizer
*Checking of Attendance
*INSET Proper
*Preliminaries
*Nationalistic Song
*Short Prayer
*Management of Learning
*Energizer
*Checking of Attendance
*INSET Proper

7. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
*Energizer
*INSET Proper
9:00 – 11:45 AM Understanding Students’
Learning Preferences
(DR. GEORGE M. PINCA &
JHANELLYN A. DULAY)
Contextualization,
Localization and
Indigenization
(IAN V. DUMALAG &
MARILYN L. GALIT)
WORKSHOP ON LESSON
PLANNING AND ACTION
PLANNING
(MERCY LEAÑO & NITA T.
LAGRIMAS)
LUNCH BREAK
1:00 – 5:00 PM Employing Differentiated
Instructions
(DR. GEORGE M. PINCA &
MERCY LEANO)
Relevance of Assessment
Data and Action Planning
(RENERIO E. MARTINEZ,
CECILIO E. DACALLOS JR.,
LORENCE S. GUDIAGA)
Closing Activities
Distribution of Certificates
Ways Forward
IV. Budgetary Requirements
All expenses relative to this training shall be charge against school MOOE subject to usual accounting and
auditing rules and regulations.
Particulars Unit Quantity Unit Price Total
Snacks
Lunch
Training Materials
*Colored paper
*Pentel Pen
Pax
Pax
Ream
Box
150 (25 pax 2 times a day x 3 days)
75 (25 pax x 3 days)
1
1
50.00
180.00
400.00
450.00
7,500.00
13,500.00
400.00
450.00
Total 21,850.00
Source of Fund School MOOE

8. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
V. Program Management Team
Name Designation
DR. GEORGE M. PINCA Activity Manager
IAN V. DUMALAG Onsite Manager
RENERIO E. MARTINEZ Co-Onsite Manager
MARILYN L. GALIT QAME Coordinator
NITA E. LAGRIMAS
MERCY LEAÑO
Contact Persons
Prepared by: Checked by:
GEORGE M. PINCA EdD JANETTE B. CERBITO PhD
Proponent/School Head Principal In-Charge
Reviewed by: Endorsed by:
PETER R. BOBILES NOE M. HERMOSILLA
Senior Education Program Specialist SGOD Chief
Recommending approval:
CRISTA JOY C. ABOGADIE PhD, CESE
Assistant Schools Division Superintendent
Approved:

9. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
LANI H. CERVANTES CESO VI
Schools Division Superintendent
ACTION PLAN
PROFESSIONAL
DEVELOPMENT
PRIORITIES
ACTIVITIES
OR PROJECTS
&
OBJECTIVES
DATE AND
DURATION
(BEGINNING &
ENDING
DATES)
HUMAN
RESOURCES
NEEDED
FINANCIAL
RESOURCES
NEEDED
MATERIALS &
OTHER
RESOURCES
NEEDED
INDICATORS
OF SUCCESS
Domain 3. Diversity
of Learners
Strand 3.1
Learners’ gender,
needs, strengths,
interests and
experiences
Beginning
Teachers: 3.1.1
Demonstrate
knowledge and
understanding of
differentiated
teaching to suit the
learners’ gender,
needs, strengths,
interests and
experiences.
Proficient
Teachers: 3.1.2 Use
Conduct an
INSET to 23
teachers.
Three Days
(INSET –
February 6-8,
2023)
23 teachers 2 1,850.00 Hand-outs/fact
sheets and
PowerPoint
Presentation on
Understanding
Learning
Preferences and
Learning Styles:
Implications to
Teaching
- “Stripes of
Learning
Preferences
of Grade 9
Students”:
What are its
implications
to teaching?
100% of the
teachers
submitted the
LAC engagement
report, training
reflection and
“Action Plan”

10. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL
differentiated,
developmentally
appropriate learning
experiences to
address learners’
gender, needs,
strengths, interests
and experiences.
Prepared by:
GEORGE M. PINCA EdD
Facilitator
Recommending Approval:
CRISTA JOY C. ABOGADIE PhD, CESO VI
Assistant Schools Division Superintendent
Approved:
GAUDENCIO C. ALJIBE JR., PhD, CESO VI
OIC - Schools Division Superintendent

11. Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
Laoang V District
OLERAS NATIONAL HIGH SCHOOL