(Enclosure No.

4 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED IN-SERVICE TRAINING (INSET) PLAN

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.
PROPONENT PROFILE
School Calbayog City National High School School ID 313801
School Address
Brgy. Hamorawon, Calbayog City, Western Samar
School Telephone No. School Email Address 313801@[Link]
(055) 2091535

Focal person MILANER R. OYO-A Email Address Milaner.oyoa1@[Link] Mobile No. 09774593193

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 1

INSET PROFILE

Give an overview of your proposed PD program by providing the following details.

Title Capacity Building of Secondary School Teachers on E-Learning Strategies and Activities for 21 st Century Education

Rationale In the evolving educational landscape, the integration of technology has become essential, driving a shift from traditional pedagogical methods to
innovative, digital-centric approaches. Recent PISA assessment results revealed growing concerns about students' proficiency in key 21st-century
skills in education including critical thinking, problem-solving, and digital literacy (OECD, 2023). Filipino learners are struggling to meet the
demands of a rapidly evolving digital landscape, particularly in their ability to effectively use technology for learning and problem-solving. These
findings underscore the critical need for an INSET program, highlighting the necessity for teachers to be adept in E-learning strategies and activities
to prepare students effectively for the 21st century. The identified gaps in students' digital competencies reflect a broader challenge in education: the
need for teachers to be well-equipped with advanced E-learning strategies and activities. Hence, this INSET on Capacity Building of Secondary
School Teachers on E-Learning Strategies and Activities for 21st Century Education. The program represents a vital step toward bridging the gap
between current educational practices and the evolving needs of students in a digital world, ensuring that teachers can deliver engaging, effective,
and innovative learning experiences.

Grounded in Constructivist Learning Theory advanced by Vygotsky (Lane 2022), the program supports the use of technology to facilitate active
learning and collaboration. However, the successful integration of digital technologies in education requires careful consideration of the design and
management of learning materials to ensure their long-term educational impact and sustainability (Samuel, 2023). Educators must develop effective
methods for integrating technology and pedagogy, fostering digital competence among teachers and students (Srivastava & Dangwal, 2021). The
program aligns with several DepEd issuances and legal frameworks, such as DepEd Order No. 42, s. 2017, which focuses on the Philippine
Professional Standards for Teachers (PPST) and the integration of modern technologies emphasizing the integration of ICT in teaching practices,
Additionally, DepEd Memorandum No.404, s. 2009, highlights the importance of continuous professional development in digital literacy and online
teaching methods.

Recent competency-based professional development needs assessments, including individual development plans (IDPs) and E-SAT for Teachers,
have underscored the necessity for teachers to improve their proficiency in E-learning strategies. Out of the 199 teachers, 155 of the proficient

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 2

 teachers (77.89%) need professional development on PPST Domain 1, specifically Strand 1.3.2 re Ensure the positive use of ICT to facilitate the
teaching and learning process and 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address
learning goals. These assessments reveal a significant gap in the effective use of e-learning strategies and activities, which impacts student
achievement and engagement (DepEd, 2022).

The INSET program on E-Learning Strategies and Activities for 21st Century Education seeks to bridge the gap between current teaching practices
and the digital demands of modern learners by equipping teachers with E-learning strategies and activities, fostering active learning and collaboration
through technology, aligning with national education standards and addressing professional development needs. Consequently, student learning
outcomes are enhanced by empowering teachers to create engaging, innovative, and sustainable teaching.
Program Description The proposed professional development (PD) program, titled " Capacity Building of Secondary School Teachers on E-Learning Strategies and
Activities for 21st Century Education " is a comprehensive 3-day training designed to enhance teachers' competencies in integrating E-learning tools
and strategies into their teaching practices. This program focuses on equipping teachers with the knowledge and skills needed to create interactive,
engaging, and effective online learning environments.

Results Objective:
As a result, 90% of the proficient teachers utilized E-Learning strategies and activities to improve teaching competence and performance.

Application Objective:
Back in the classroom, the participants will be able to apply E-Learning strategies and activities in the teaching and learning process.

Terminal Objective:
By the end of the 3-day training, the proficient teachers will be able to design a Workplace Application Plan (WAP) applying E-learning strategies
and activities in teaching and learning process.

Enabling Objectives:
Specifically, the participants will be able to:

1. Discuss key concepts and current trends in E-learning, including various strategies and activities available for interactive instruction.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 3

 2. Apply practical skills in E-Learning strategies and activities in planning lessons, managing instruction, and developing assessment.
3. Reflect on the importance of E-Learning strategies and activities in the teaching and learning process.

This training aims to empower teachers with the necessary tools and mindset to thrive in the digital age, ultimately contributing to a more dynamic
and effective educational experience for their students.

Professional Standard E.g., PPST

Focus Professional Domain/s Strand/s Indicator/s
Standard with specific
1. Content Strand 1.3: Positive Use of ICT Indicator 1.3.2 Ensure the positive use of ICT to facilitate
Domain/s, Strand/s, and
Knowledge and the teaching and learning process.
Indicator/s
Pedagogy
Indicator 1.5.2 Apply a range of teaching strategies to
develop critical and creative thinking, as well as other
Strand 1.5: Strategies for Developing Critical and Creative higher-order thinking skills.
Thinking, as well as other Higher-Order Thinking Skills
Indicator 2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
Strand 2.3: Management of Classroom Structure and exploration, discovery and hands-on activities within a
Activities range of physical learning environments.

2. Learning
Environment
Indicator 4.1.2 Plan, manage and implement
Strand 4.1 Planning and management of teaching and developmentally sequenced teaching and learning process
learning process to meet curriculum requirements and varied teaching
contexts.
Strand 4.3 Relevance and responsiveness of learning
programs Indicator 4.3.2 Adapt and implement learning programs

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 that ensure relevance and responsiveness to the needs of all
learners.

Indicator 4.5.2 Select, develop, organize and use

4. Curriculum and Strand 4.5. Teaching and Learning Resources including appropriate teaching and learning resources, including ICT,
Planning ICT to address learning goals.

Indicator 5.1.2 Design, select, organize and use diagnostic,

Strand 5.1. Design, Selection, organization and utilization
formative and summative assessment strategies consistent
of assessment strategies
with curriculum requirements.
5. Assessment and
Reporting

Participants Profile:
Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.
Target
Participants:
Target Participants Participants Profile:

Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.
Indicate your participants' selection criteria.
 Proficient Teachers (TI, TII, & TIII)
 Career Stage 2
CATEGORIZATION AND INDICATORS
By Position Teacher 1 Teacher 2 Teacher 3 Total
(Grades 7-10) (All M F T M F T M F T

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 Subject Areas) 7 13 20 3 6 9 14 21 35 64
By Position Teacher 1 Teacher 2 Teacher 3
(Grades 11 and M F T M F T M F T Total
12) (All Subject 9 3 12 17 24 41 1 2 3 56
Areas)
By Age Group 21-30 31-40 41-50 51-60 Number of Batch:
23 57 36 4 1 batch only
Total Number of Male Female Grand Total:
Participants 51 69 120

Indicative Dates of
Delivery Platform Face to Face November 28-30, 2024
Implementation

INSET CONTENT DETAILS

Assessment Resource
Duration Session Objectives Topic Methodology Strategies & Outputs Speaker/Subject-
Tools Matter Expert
1 Duration, State in behavioral List content areas Indicate the activities Indicate the use of Identify concrete outputs Indicate the appropriate
Session terms what essential to attaining the through which varied formative (e.g., recommendations, resource
Objectives, participants will be learning objectives resource speaker will and summative lesson exemplars, speakers/subject-matter
topic, able to do right after (producing the outputs). deliver content and assessments and proposals, TA plan, experts who will deliver
Methodology, a learning session. engage the the applicable reflection journal, the session.
Assessment instructional material, etc.)

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 6

 Strategies & participants. tools. that will be produced by the
tools, outputs, participants during and by
Resource the end of each session.
speaker Indicate the relevant
learning resources
that will be used to
support the delivery
of content and the
attainment of the
session objectives.

Assessment Resource
Duration Session Objectives Topic Methodology Strategies & Outputs Speaker/Subject-
Tools Matter Expert
1 2 hours and 30 At the end of the *Introduction BENJIE A. BEDUYA,
minutes session, the *Covered PPST Head Teacher II
participants will be *Session objectives
able to: Introduction to E-
Learning Activity 1: Tell me a
story!
a. Review the  History of E-learning Let the participants
history and access the link
evolution of [Link]
concepts to E- m/alrihmhe4ahn or
Learning. scan the QR Code and
b. Discuss the join.
importance of E-
learning in Ask the following
teaching and questions to the
learning process.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 7

 c. Practice a participants and
positive mindset collect their answers
towards E- using mentimeter.
Learning in When did you start
teaching and using technology in
learning process. your teaching and
learning process?
Are you still using
technology in your
teaching and learning
process now? Accomplished Know,
What is e-learning? Know, What, & What, & Learn (KWL)
Learn (KWL) Chart.
Activity 2 – Chart.
 The evolution of Eroplanong Papel
concept to E- Group 1 (Yellow):
Learning Write about “What I
(Considering factors know about E-
e.g. materials for e- Learning.”
learning, resources, Group 2 (Blue): Write
typography of the about “What I want to
school) know about E-
Learning.”
Group 3 (White):
Write about “What I
have learned about E-
Learning.
Ask:
How do you find the
activity?
In the things listed
under What you

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 8

 know, is there
anything that you
wanted to know more
or enhance?
Of all the things listed
under what you
wanted to know,
which one is your
priority? And why?
Of all the things listed
under what I have
learned, which one do
you consider as your
main takeaways?

Do: Present the slide

decks 26-36 and
facilitate the
discussion on “The
evolution of concept
to E-Learning”

*Advancement of ICT
* e-learning Terms
* E-Learning

Activity 3: Green Flag

or Red Flag!
* 1. The program
 Revisiting the legal aligns with several
basis as anchorage of DepEd issuances and
E-Learning in legal frameworks,

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 9

 teaching and learning such as DepEd Order
process. No. 42, s. 2017,
* DepEd Order No. which focuses on the
42, s. 2017 and Philippine
DepEd Memorandum Professional
No.404, s. 2009 Standards for
Teachers (PPST)
2. The integration of
modern technologies
emphasizing the
integration of ICT in
teaching practices is
stipulated in DepEd
Order No. 42, s. 2017
3. DepEd
Memorandum No.
404, s. 2009,
highlights the
importance of
continuous
professional
development in digital
literacy and online
teaching methods.

* 1. Learners memory
experiencing
cognitive overloading
2. Retention Span of
 Uses of E-learning in the learners inside the
teaching and learning classroom.
 The pros and cons of 3. Declining learning

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 10

 E-Learning in the outcomes
teaching and learning (Educational
process in the Principles)
Philippines set-up. ** Challenges of e-
learning in teaching
and learning process
in the Philippines set-
up.
** How E-Learning
can be integrated into
traditional classrooms

Application: Reflection Journal

Participants will Reflection Journal
create a reflection
journal on his/her
major takeaways on
the session “History,
Legal Bases, and
Evolution of E-
Learning: Fostering
Positive Mindsets for
Enhanced Teaching
and Learning” and
how can he/she
change his/her
perspective towards
E-learning.
* What are your
takeaways from this
session?
How do you intend to

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 redirect your
teaching-learning
process?
What would you do
differently to make an
impact among
learners?

2 3 hours At the end of the *Introduction BLESILDO ORQUIN,

session, the *Covered PPST Principal II
participants will be *Session objectives
able to..
Activity: Use your
a. Identify cellphone or laptop. Mentimeter Mentimeter Answers
tools and Scan the QR Code.
platforms for e- Access the link
learning. and enter the
b. Analyze the code:5239278
features and 4. Answer the
functions of questions.
common E- *[Link] common E-
learning tools and learning platforms do
platforms. you use in the
c. Demonstrate teaching-learning
access to E- process?
learning tools and 2. What E-learning
platforms to tools do you use
familiarize its effectively in the
features and preliminary activities?
functions. 3. What common E-
d. Reflect on learning tools do you

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 12

 the importance of use to develop
E-learning tools lessons?
and platforms in 4. What E-learning
the teaching- tools do you often use
learning process. effective in the
assessment of
lessons?
Tools and Platforms for
E-Learning Abstraction:
Available and
Unrestricted
E-learning Tools and
Platforms
*Deped Commons
*Google Classroom
*Zoom
*MS Teams in
Education
*Mentimeter
*Kahoot

Think Tech Activity

In 30 minutes,
perform the task..

 Group into 6 with 8

members.
 Access an e-learning
tool and platform
assigned.
 Discuss its features,
advantages and

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 13

 challenges.
 Analyze the tool and
its application to
teaching—learning
process.
 Consolidate your
inputs using Manila
paper.
 Report to the plenary.

Worksheet 1 Accomplished Worksheet 1

 How do you find
the activity?
 What are some
challenges you Practical Exercises , Peer Review
encountered in Activity
the online
process?
 Is the e-learning
tool or platform
assigned users’
friendly? Why?
 In what parts of
the teaching-
learning process
this e-learning
tool or platform
effective?
 How relevant the

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 14

 assigned e-
learning tool or
platform in the
teaching-learning
process?
 Would you
recommend this
e-learning tool or
platform to
teachers? Why?
*E-learning Platform
*Online teaching tool

Application: “Journal
Prompts”
*Reflective questions: Reflective Journal Accomplished Journal/
Sharing
What are your
takeaways from this
session?
How do you intend to
apply this in your
teaching-learning
process?
How can you follow-
up on this topic and
continue to develop
your skills?
What would you do
differently to make
impact among
learners?

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

3 1 hour and 30 By the end of this *Introduction Dr. Joy B. Saldana,
A minutes session, participants *Covered PPST EPS
will be able to: *Session objectives
[Link] the key
concepts of online Activity: Warm Up
classroom
management. Online Classroom *How confident are
b. Categorize Management you in Survey Reflection Accomplished Survey
strategies to managing an online Note Reflection Note
effectively classroom?
manage the *How effectively do
challenges of you engage
online classroom. students during online
[Link] on the classes?
importance of *How comfortable are
managing online you with using
classroom. various online tools
and platforms for
classroom
management?
**Let’s Reflect!
Did these questions
help you reflect on
your familiarity and
Online Classroom confidence with Participants’
Management vs. online classroom responses and Participants’ responses and
Traditional ( physical) management? Reflection Note Accomplished Reflection
Classroom Management Note

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

 What major
classroom
management
differences have you
observed in the
picture? Activity sheets and Accomplished Activity
reflection notes sheets and reflection notes
**Activity:
Organizing Online
Classroom
Management
Strategies
*You will collaborate
to categorize online
classroom
management
strategies into three
phases: Before,
During, and After
classes.

1. How did you find

the activity?
2. Which strategies do
you think are most
effective in each
phase?
3. How can you

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 17

 implement these
strategies in your own
Online Class E-learning classroom
Management Strategies management?
Before, During, and
After Classes Online Class
Management
Strategies
*Before
*During Activity Sheet on Accomplished Activity
*After Overcoming Sheet on Overcoming
Challenges in Challenges in Online
*Activity: Online Classroom Classroom Management
Overcoming Management
Challenges in Online
Classroom
Management

 How did you

find the activity?
 Which
challenges were
the most
common across
groups?
 Why do we have
these challenges

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 18

 in the online
classroom
management?
 How can we
avoid these
challenges?
 What is your
realization of the
activity?
Things to Consider on
How to Avoid Things to Consider on
Challenges in Online How to Avoid
Classroom Management Challenges in Online
Classroom
Management
*Pre-lesson virtual
classroom setup ideas
*How to mange
online classes
*Post-lesson virtual
classroom
management rules

*** The power of an

effective online class
management system
cannot be
underestimated. It can
make your classroom
management more
efficient and orderly.
*** By implementing

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 19

 the strategies and tips
for classroom
management, teachers
can effectively
manage their online
classes and avoid
challenges along the
way

3 1 hour 30 By the end of this *Introduction Mr. Michael V. Pernia

B minutes session, participants *Covered PPST Principal III
will be able to: *Session objectives
a. Define online Online Classroom
classroom Assessment Activity:
assessment BRAINSTORMING
b. discuss its ACTIVITY
importance in * Question # 1:
digital What is your Slido Participants responses in
learning understanding on the slido
environment; word assessment in
both traditional and
c. Identify online classrooms?
different Question # 2:
types of What types of
online assessments have you
classroom encountered in an
assessment; online classroom
and (e.g., quizzes,
projects, peer
d. Integrate assessments)?
varied Question # 3:

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 20

 assessment How confident do you
strategies in feel about designing
designing classroom assessment
online online?
classroom a. Don’t know
assessment. b. Not Confident
c. Confident
d. Very Confident

** Did these questions

help you reflect on
your understanding on
classroom
assessment?

Linking the assessment The three legs

leg of the stool to the typically represent
topic being presented instruction, classroom
management, and
assessment.
*Assessment
-Online Assessment
-Why Assess?
-9 ways to assess
student learning
online
*Application in
various subjects

Application Activity: Designed Online Classroom

Designing Online Online Classroom Assessment

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 21

 Classroom Assessment
*Select a topic/subject
*Determine the type
of Assessment
*Create the
assessment
*Set Criteria for
grading &Feedback
*Select platform

Assessment
**How did the
process of designing
an online assessment
help you better
understand the
learning objectives of
your subject?
What challenges did
you face when
creating questions that
assess different levels
of cognitive ability
(e.g., Bloom’s
Taxonomy)?

** Assessment is key
to ensuring learner
engagement and
success in online
environments.
Effective assessment

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 22

 should be diverse,
flexible, and well-
integrated into the
online learning
experience.
Embrace innovative
assessment strategies
that cater to the needs
of online learners.
**“The goal of
education is not to
master the subject, but
to master the mind
through meaningful
assessment.”

4 2 hours Adapting E-Learning for *Introduction Dr. Geraldine P.

By the end of the Diverse Learners *Covered PPST Sumbise EPS
session, participants *Session objectives
will:
Activity 1: Retrieving
a. Identify the needs Memory Orbs
of diverse learners *Revisit your
in an E-Learning memories in teaching
environment. diverse learners. Mentimeter Responses from mentimeter
Based on your
b. Describe experience, what are
strategies and the different types of
activities to diverse learners?
support diverse
learners in digital *1. What are your
learning. realizations as regards

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 23

 our
c. Design an learners?
inclusive lesson
activity in the 2. How should we
context of E- cater diverse learners
learning. in the
context of E-learning?
d. Express openness
to diversity and 3. Share your
inclusion in the thoughts on the
classroom. challenges and
successes you’ve
encountered in digital
learning
environments.

E-Learning Strategies *Discuss strategies

for making E-
Learning more
inclusive including,
universal design for
learning principles,
differentiated
instruction, assistive
technologies, and
multi-modal learning
approaches. Recall E-
Learning platforms
like DepEd Commons
and Google
Classroom can be
adapted to meet the

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 24

 needs of diverse
learners (e.g., using
text-to-speech tools,
visual aids, different
learning modes).

*What is
Universal Design
for Learning
(UDL)?
-UDL Principles
*Differentiated
Question and
Instructions Responses
Answer, Lecture
-Differentiated Discussion
Instruction strategies
*Adaptive Strategies

Application: In
groups, present
different situations
depicting diverse
types of learners. Let
participants create a
lesson activity that is
inclusive and suited to Worksheet
the context of learners Accomplished worksheet
in the situations
presented. Each group
will present their
output. Synthesize
and draw out
openness to diversity

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 25

 and inclusion.

*How would you

address diverse types
of learners on your
end?
*How will you choose
and apply varied
digital technologies in
teaching learners with
different abilities,
learning styles, and
needs?

5 1 hour 30 By the end of the Designing Lessons for *Introduction Kristian Aldrin B. Cruda
A minutes session, participants Interactive Learning *Covered PPST Head Teacher I
will: *Session objectives
a. Discuss the
concept and Activity: Directions:
principles on Access the link below
Designing or scan the QR Code,
Interactive and answer the Mentimeter, Responses from mentimeter
Lessons question.
b. Design
Interactive
Lessons using Activity: Digital Dive

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 26

 online platforms Access the link
c. Reflect on the Help me out! -
importance of Hangman
Designing ([Link])
Interactive 2. Save the “man” by Wordwall, Responses from mentimeter
Lessons giving the correct
word being defined by
the clue.

*Interactive Lesson
Design
Interactive Learning -Core Concepts
[Link]-centered
Approach
[Link]-time Feedback
[Link] Participation
-Benefits
[Link]
engagement
[Link]
Understanding
3. Personalized
Learning
4. Development of
Critical Skills
-Classroom
Implementation
[Link] work and
Collaborative Projects

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 27

 [Link]
Integration
[Link]
Assessment
Accomplished Reflection
Activity: What do you Reflection Journal journal
think?
1. Think about how
they can be
applied in your
own classrooms.
2. Which of these
principles do you
already use?
3. Which ones
would you like to
integrate more?

Strategies for Designing Strategies for

Interactive Lessons Designing
Interactive Lessons
[Link]-time Quizzes
and polls
[Link] tools
[Link]
Multimedia
[Link]

Activity: What do you

think?
1. How can the Reflection Journal Accomplished Reflection
principles of cognitive 2 journal 2

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 28

 engagement be
leveraged to create
interactive lessons
that foster deep
learning across
different educational
contexts?
2. In what ways can
digital tools and
technology enhance
interactivity in lesson
design, without
overshadowing the
importance of student
autonomy and critical
thinking?
3. How can a teacher
balance structure and
flexibility when
designing interactive
lessons to
accommodate varying
learning styles and
promote self-directed
learning?
Designing Interactive Accomplished Template 1.
Lesson Plans Template 1.
Group Activity,
Designing Interactive
Lesson Plans

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 29

 Presentation and
Feedback Giving!

“The capacity to learn

is a gift; the ability to
learn is a skill; the
willingness to learn is
a choice.”

– Brian Herbert

5 3 hours By the end of the of Designing Lesson Plans *Introduction John Michael C.
B this session, Integrating E-Learning *Covered PPST Jalayajay
participants will Tools, Strategies and *Session objectives Head Teacher III
be able to: Platforms
a. Explain how
to make lesson Pair and Share
plan integrating Activity
the e-learning Let the participants
platforms and choose their own
tools partner to discuss the
b. Craft the similarities and
lesson plans differences
highlighting the

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 30

 integrating E- teaching methods,
Learning Tools, learning resources and Shared insights Shared insights
Strategies and learners’ interaction
Platforms through between the two
Demonstration approaches.
Teaching
c. Demonstrate Call for at least 3
commitment in presenters highlighting
making the 21st observations on:
century lesson Teaching methods
Learning Resources
planning
Learners’ interaction
integrating E-
Learning

Focus of 21st Century Focus of 21st Century

Education: Education:
Integration of Integration of
Technology Technology
Presentation of an
*Let’s Watch This
excerpt video from
Transforming *Challenges of
Education in the remote learning
Philippines approach

Discussion of the *The premise of 21st

guidelines using Century Education
technology
ICT Education instead
of ICT in Education

*Guidelines in using
technology
 Constructive

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 31

 alignment
 Appropriateness to
learners
 Content
digestibility
 Privacy and
security

Lesson Planning *Lesson Planning

integrating E-learning
tools and strategies
integrating E-
Learning Tools and
Strategies
.[Link] clear
objectives and
learning goals
2. Choose appropriate
E-Learning Tools
3. Plan engaging
activities
4. Develop a
structured learning
path
5. Include assessment
6. Provide feedback
and Support
7. Reflect and Lesson Plan Crafted Lesson Plan
Improve Critiquing Tool, integrating E-Learnings
with appropriate tools,
Crafting of the lesson strategies and platforms
Plans integrating e-

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 32

 learning strategies,
tools and platforms Activity: Its
Showtime!
Directions:
1. Prepare individual
lesson plan that
integrates developed
E-learning Tools,
Strategies and
Platforms for 45
minutes.
Present a
demonstration
teaching of the Demonstration Teaching Demonstration
developed lesson for Teaching; Class using the prepared Lesson
45 minutes. Observation Tool Plan
3. Share significant
learnings of
participants on how to
make lesson plan
integrating e-learning
strategies, tools and
platforms.

*Demonstration
Teaching

Sharing: how to
make lesson plan

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 33

 integrating the e-
learning platform
tools

* The Bottom Line

Technology doesn’t
make effective
teaching, but
effective teaching
can make use of
technology. It
cannot guarantee
effective teaching Individual Signed Individual
but it is the skillful Commitment Commitment Contracts
integration of Contracts
technology that
truly maximizes its
potential in the
classroom. So, use
educated design to
yield an educated
student.

“Signing of
Individual
Commitment
Contracts”

Let’s Warp it up!

* Effective teaching
utilizing technology

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 34

 can enhance
learning
experience. When
teachers possess
strong pedagogical
skills and a deep
understanding of
their subject
matter, they can
leverage
technology as a
tool to engage
students In
essence, it's the
effective teaching
practices that
empower
educators to
harness the full
benefits of
technology in
education and in
learning.
* Today's digital
age, the
implementation of
E-Learning has
become
increasingly
essential due to its
ability to provide

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 35

 flexible and
accessible learning
opportunities. E-
Learning allows
students to engage
with educational
content anytime,
anywhere,
breaking the
barriers of
traditional
classroom settings

6 3 hours a. Familiarize the *Introduction Milaner R. Oyo-a,

workplace application *Covered PPST
plan template for E- *Session objectives Principal IV
Learning

b. Develop a WAP Workplace Application ENGAGE GROUP

employing E- Plan on E-Learning ACTIVITY
Learning Strategies Activity 1
and activities Let the participants
observe and complete
c. Express the template.
commitment in
integrating E-learning Accomplished ENGAGE
strategies and ENGAGE Template Template
activities in the
teaching and learning
process. EXHIBIT TIME
Groups will have 5
minutes to “exhibit" or
present their outputs to
the plenary

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 36

 Each group should do
simple checklist of
comparison of their
outputs

Sharing of Experiences

1. How did you find the

activity?
2. What important point
that you value most
while accomplishing the
task?
3. How will you use
your learning from the
sharing of each group?
[Link] is familiarization
WAP in the “Interim of the WAP important?
Guidelines for the Quality
Assurance and Monitoring
and Evaluation of the ELABORATE
National Educators
Academy of the
Philippines Core DM 44 s.2023
Programs”
PARTS OF WAP WAP Template
Parts of WAP Template Template
Accomplished WAP Template
1. PROFILE
2. Background and
Rationale of WAP
3. Expected Indicators
4. Implementation Plan

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 37

 ENGINEER: Designing
a personal WAP
INSTRUCTIONS

Each participants will

accomplish the
Workplace Application
Plan (WAP) template
Ensure integration of
the E-Learning
strategies and activities
learned

EXHIBIT:
EXHIBIT
MECHANICS

Groups will select one

representative to
“exhibit” or present
their outputs to the
plenary in 6 minutes
only.
Each group should do
simple checklist of Letter of Accomplished Commitment
comparison of their Commitment Letter
outputs

EMPLOY: 1. Write a
letter congratulating
yourself for completing
Session 6.
2. In your letter,
highlight your

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 38

 commitment to integrate
E-Learning in your
teaching and learning
processes as evident in
your crafted Workplace
Application Plan
(WAP).
3. Grab a partner and
share your commitment
letter.
4. After sharing, keep
the letter.

Congratulations!

SHARING

“Technology does not

Participants’ insights
improve student
achievement.
Technology supports
the instructional
processes that improve
learners’ achievement”

-
David Jakes

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 39

BUDGET MATRIX

PROFESSIONAL DEVELOPMENT PROGRAM/COURSE TITLE:

Capacity Building of Secondary School Teachers on E-Learning Strategies and Activities for 21 st Century Education
LEARNING SERVICE PROVIDER:
HRTD, REGION
DELIVERY PLATFORM:
FACE TO FACE
SOURCE OF FUNDS:
PTOGRAM FUND, HRTD FUND
TOTAL TARGETED PARTICIPANTS:
199 PAX
TARGET DATE/S: PROPOSED VENUE/LOCATIONS:
NOVEMBER 28-30, 2024 RED IRON HOTEL, CALBAYOG CITY
(TENTATIVE DATE)

BUDGET BREAKDOWN PER BATCH

PARTICULARS NO. OF PAX NO. OF DAYS UNIT COST TOTAL ESTIMATED COST
Food, Venue and Accommodation

Class 1 40 3 2000 per pax/day 240,000.00

Class 2 40 3 2000per pax/day 240,000.00
Class 3 40 3 2000per pax/day 240,000.00
Resource Speakers & PMT 15 3 2000per pax/day 90,000.00
Training Materials & supplies 120 120 x 300 36,000.00
Miscellaneous Expenses 42,300.00

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 40

Total Estimated Cost per Batch 888,300.00

BUDGET BREAKDOWN PER BATCH

PARTICULARS NO. OF PAX NO. OF DAYS UNIT COST TOTAL ESTIMATED COST
d, Venue and Accommodation 120 3 2,000 720,000
Resource Speakers & PMT 15 3 2000 per pax/day 90,000.00
Training Materials & supplies 120 120 x 300 (Training Kit) 36,000.00
Bond Paper 195 210X40 8,400
Markers 40 4800.00
Manila Papers 10 10 12000
Incidental 1 27,900 27,900
Total Estimated Cost per Batch 888,300.00

Declaration:

I hereby declare the information provided in this

application is true and correct and there have been no
misleading statements, omission of any relevant facts
nor any misinterpretation made.

I am agreeing to the NEAP Privacy Notice and giving

my consent to the collection and processing of these data
in accordance thereto.

MILANER R. OYO-A

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 41

 Signature of the Program Manager
Over Printed Name

September 11, 2024

Date

MONITORING AND EVALUATION PLAN

This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.
Person/s
Level of M&E Objectives Methods and Tools Data Sources Schedule of M&E Support Needed User of M&E Data
Responsible

Who and/or what When will M&E Who will be

What will be What methods/tools
will be used to collect documents will provide activities be accountable
measured? What resources are
data? data or evidence on the undertaken? for ensuring
needed to implement - School
90% of the proficient indicators? that M&E
Surveys immediately M&E activities? administration
teachers utilized E- activities are
Results Surveys from after training - Curriculum
Learning strategies Post-training surveys done? Access to student
participants - Student data collected developers
and activities to - Student performance performance data
- Student grades and at regular intervals post- - M&E - Policy makers
improve teaching data - Time allocated for
assessments training Coordinator
competence and - Observations of observations
- Classroom observation - Observations during - Training
performance.. classroom practices reports follow-up visits Facilitators

Behavior What will be - Self-reported - Logs from participants - 1-3 months after - M&E - Time for follow-up - School

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 42

MONITORING AND EVALUATION PLAN
This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.
Person/s
Level of M&E Objectives Methods and Tools Data Sources Schedule of M&E Support Needed User of M&E Data
Responsible

measured?
interviews administration
Application of e- implementation logs training Coordinator
- Observation reports - Resources for - Training facilitators
learning tools and - Peer observations - Follow-up interviews - Training
- Interview transcripts conducting - Education
strategies in the - Follow-up interviews 6 months post-training Facilitators
observations consultants
classroom.

What will be
measured? - Pre- and post-training - Assessment results - Immediately before - Training - Training facilitators
- Assessment tools
Participants' assessments - Completed and after training Facilitators - Participants
Learning - Time for grading and
understanding of e- - Practical assignments assignments - During training - Assessment - Educational
analysis
learning concepts, - Quizzes - Quiz scores sessions Coordinator planners
tools, and strategies.

What will be
measured? - At the end of each
- Feedback forms - Completed feedback - Training
Participants' training day - Feedback collection - Training facilitators
- Post-training forms Facilitators
Reaction satisfaction with the - Post-training survey tools - Program developers
evaluations - Evaluation results - M&E
training program and immediately after - Time for analysis - Administrative staff
- Informal interviews - Interview transcripts Coordinator
its relevance to their training
needs.

Additional Details:

 Pre- and Post-Training Assessments (Learning): These will evaluate the participants' knowledge before and after the training to measure knowledge acquisition.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 43

  Implementation Logs and Follow-Up Interviews (Behavior): Participants will log their implementation of e-learning strategies, and interviews will provide qualitative
insights into their application.
 Observations and Performance Data (Results): Classroom observations and analysis of student performance will indicate improvements in teaching quality and student
outcomes.
 Feedback Forms and Evaluations (Reaction): Participants' feedback will be collected to gauge their satisfaction and the perceived value of the training.

Support Needed:

 Access to Data: Access to student performance data and participant logs.

 Time Allocation: Sufficient time for observations, interviews, and data analysis.
 Resources: Tools for conducting assessments and collecting feedback.

Users of M&E Data:

 School Administration: To understand the impact of training on teaching quality and student outcomes.
 Training Facilitators: To improve future training sessions based on feedback and performance data.
 Curriculum Developers and Policy Makers: To make informed decisions about integrating e-learning into broader educational strategies.

This plan will help ensure that the PD program is effectively monitored and evaluated, leading to continuous improvement and better outcomes for both educators and students.

Declaration:
I hereby declare the information provided in this application is true and correct and
there have been no misleading statements, omission of any relevant facts nor any
misinterpretation made.
I agree DepEd-National Educators Academy of the Philippines to be the co-owner of
all the data gathered and the copyright of any publication of the use of these data.
To be signed by the PD Program Proponent/s:

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 44

 BEDUYA, BENJIE A. CRUDA, KRISTIAN PERNIA, MICHAEL V. ORQUIN, BLESILDO OYO-A, MILANER R. SALDANA, JOY B. SUMBISE, JALAYAJAY. JOHN
Program ALDRIN GERALDINE P. MICHAEL C.
Proponents
Signature

Date 09/26/2024 09/26/2024 09/26/2024 09/26/2024 09/26/2024 09/26/2024 09/26/2024 09/26/2024

This Form is not valid if not signed

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 45