Revised SG For EAPP
Revised SG For EAPP
Revised SG For EAPP
PROFESSIONAL PURPOSES
MASS TRAINING FOR SHS TEACHERS 2017
DepEd Region VIII
OBJECTIVES
At the end of the session, the participants should:
1. identify the three characteristics of an effective teacher;
2. understand the DepEd system and the K-to-12 curriculum;
3. acquire working knowledge on how to use the EAPP, CG, TG,
LMs;
4. get acquainted with the content of the EAPP
5. observe a lesson model demonstration using the CG,TG, LMs;
6. prepare a lesson plan following model; and
7. demonstrate a lesson based on approved LP.
RESOURCES
Guide Questions:
1.What issues about EAPP concern you most?
2.What particular teaching skills do you think are required
to address these concerns?
DIRECTIONS
An effective teacher…
1. has positive expectations for student success.
2. is an extremely good classroom manager.
3. knows how to design lessons for student mastery.
Effective Teachers Affect Lives
You affect the attitude of a student, and
you suddenly have a student who is not
EDUCATION
IS NOT tardy, participates in class, does the
teaching people
what they do not homework, and studies for the test.
know.
EDUCATION IS
teaching people
to behave as
they are not
behaving.
First Characteristics - Positive Expectations
Humans Have a Success Instinct
There is absolutely no research correlation between success and family background ,
race, national origin, financial status, or even educational accomplishments.
There is but one correlation with success, and that is ATTITUDE.
EFFECTIVE TEACHERS HAVE POSITIVE
EXPECTATIONS FOR STUDENT SUCCESS
1. Communicate
2. Seating Assignment
3. Post your Assignments
4. Maintain an Effective Record
System
5. Discipline Plan
An effective teacher knows how to design
lessons to help students reach mastery
How?
The Four Kinds of Time at School
• Allocated Time - 100%
• Instructional Time - 90%
• Engaged Time - 75%
• Academic Learning Time - 35%
Allocated Time
• is the amount of time given to a student for learning.
Instructional Time
• is the time you can observe the teacher instructing.
Engaged Time
• is the time you can observe a student engaged in a task.
Academic Learning Time
• is the amount of time students spend demonstrating
comprehension of a skill or content.
You Can Increase Student Learning
Increase the amount of time
the student is working, and
you increase learning.
To increase the amount of time
the student works to learn:
• Have an assignment posted daily upon entering the room.
• Teach procedures and routines to minimize interruptions
and maximize uninterrupted time.
• Constantly monitor students so as to keep them on task.
Steps to Creating an Effective Assignment
• Think what you want students to accomplish.
• Write each step as a single sentence.
• Write in simple language.
How to Get Your Students to
Do Their Assignments
If students know what they are to learn, you increase the
chances that they WILL learn.
Assignments Must Be Clear and Precise
• Structure The assignment must have a
consistent format, and must be
posted in the same location.
• Preciseness The assignment must state clearly
and simply what the students are to
accomplish.
The most Important Words to Use in an Assignment
Examples:
List four collective nouns.
Create a different system to catalog CDs in a library.
Applying Bloom's Taxonomy to the Studies of Antartica
lesson plan
IPCRF
CGs
IMs
LMs
content standard
performance standards
LESSON PLAN
Parts of a Lesson Plan:
I. OBJECTIVE
A. CONTENT STANDARDS
The learner understands the literary conventions that govern the different genres. (e.g., narrative
convention of fiction, etc.)
B. PERFORMANCE STANDARDS
The learner clearly and coherently uses a chosen element conventionally identified with a genre for a
written output.
C. LEARNING COMPETENCY
1. Identify dominant literary conventions of a particular genre
(HUMSS_CNF11/12-Ia-1)
LESSON PLAN
II. CONTENT
B. MATERIALS
LESSON PLAN
IV. PROCEDURES
The teacher uses the examples of how the elements are observed in short stories, poetry, and still art.
In a minute, students list down names of people who made an impact in their lives since childhood.
They are to pick one name and tell a story about this person taking into mind the elements involved in writing literature.
How did you develop the story? What made it easy to write it? What were some difficulties encountered?
How did you apply the elements in your story?
Did this make your story more interesting?
What generalizations can be made about the use of elements in shaping a story?
LESSON PLAN
G. Evaluating Learning
VI. REFLECTION
END
Thank you.