TST 2 Training Outline

8/13/2019 TST 2 Training Outline

1/18

GOAL This training program aims to reinforce learning gained from TST 1 by equipping STI faculty members with essential knowledge and skills

to enhance their capability for academic coaching, improved instructional practices, and research thus promoting effective student

learning.

GENERAL OBJECTIVE To enhance the teachers' competencies in:

Academic coaching Improved instructional practices Research


2/18

Day Objectives Topic Duration Materials Method/Procedure OutputEvaluation Guidelines /

Success Indicators

1

Identify the reason why

there is a need for the

Teaching Skills Training 2

Acquaint themselves with

the trainer and co-

participants

Recall learning from TST 1

Identify what they want to

learn from TST 2

Know what quality-driven

quantity means

Inculcate the value for

quality as integral part of

the STI academic system

Instill the value of effective

student learning through

constantly improving

performance

Prepare to unlearn, learn

and re-learn during the

training

Listen attentively to the

overview of the training

Participate in the Calling

Names activity

Articulate expectations on

the training

REDEFINING

EXCELLENCE:

Quality-driven

Quantity

8:009:45

(105 mins.)

(including the

pre-test)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Sound

system

WhiteboardWhiteboard

markers

Whiteboard eraser

1 set of the

following per

group of 5 pax

1 pc. Manila paper

1 pc. pentel pen

1 roll masking tape

1 pair of scissors

Copies of trainingoutline (1 per

pax)

Getting-to-know-you

Activity: Calling

Names

Expectation Setting: K-

W-L Method

Presentation of

Training Objectives

and Training

Schedule

Setting of Training

Rules

Assessment

Complete K-W-L

chart

Active participation

Attention to speaker

Clarified objectives

relative to participants'

expectations

Articulation of ideas

Morning Break 9:4510:00 (15 mins.)


3/18


Success Indicators

Identify the basic concepts

in coaching

Determine the role of a

coach in a coachingrelationship

Relate coachs self-esteem

and self-confidence to

effective coaching

Differentiate self-esteem

from self-confidence

Realize the need for

academic coaching in

improving students

academic performance

Recognize individualsuniqueness

Value their role as an

academic coach to their

students

Appreciate the importance

of having a high sense of

self-esteem as a coach

Internalize the need to

exude self-confidence

Find their group

assignments using

gestures and body

language

Decode the Coaching Codes

Accomplish the Know Thy

Self worksheet

ADAPT TO

CHANGE:

A Culture for

Coaching

10:0012:00

(120 mins)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003 and

multimedia

player

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markersWhiteboard eraser

Cheat sheet for

Faculty Feud

Prizes

Meta cards with

definitions of

coaching

Cheat Sheet for

Decoding the

Coaching Code

Strips of coloredpapers

containing

animal names

Faculty Feud

Decoding the

Coaching Code

Lecturette

Video Showing

Shared responses

to the guide

questions

Accomplishedworksheet

Active participation and

involvement


Dynamic group sharing

Recognition of individual

uniqueness


4/18


Success Indicators

Animal cut outs

1 set of the

following per

group of 5 pax

1 pc. Manila paper

2 pcs. Pentel pens

Pair of scissors

1 roll masking

tape

Prizes

Worksheet 1:

Know Thy Self

Pencil

Video Clip 1: Self-

esteem vs. Self-confidence

1

Lunch Break 12:001:00 (60 mins.)

Examine the Four

Cornerstones of Coaching

Distinguish the Four

Approaches in Coaching

of the Adaptive Model

Identify the appropriate

coaching approach to use

based on the coachees

level of ability andmotivation to learn

Recognize the importance

of the Key Coaching Skills

and their actual

application in the

ADHERE TO

CHANGE:

Aiming for

Improved

Performance

1:003:30

(150 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markers

Whiteboard eraser

Energizer

Lecturette

Group Activity: Frog

Factory

Pair Activity: Drawing

Shared responses

to the guide

questions

Jumping frogs

made out of

index cards

Drawings


involvement



Creativity, uniqueness of

ideas and positive

attitude towards

working in teams/dyads

Application of coaching

skills in activities


5/18


Success Indicators

coaching process

Realize the importance of

using the Four

Approaches in variouscoaching situations

Inculcate the value of

empathy when engaging

in a coaching relationship

Recite the Key Coaching

Skills using mnemonics

Construct a number of

jumping paper frogs

Apply the Key Coaching

Skills during a set of

drawing exercises

200 pcs. index

cards (3 x 5,

thick quality)

Prizes

1 set of the

following for

every pair

Drawing 1

Bond paper

Pencil

Drawing 2

Afternoon Break 3:303:45 (15 mins.)

Identify the five (5) phases

of the coaching process

Relate the key coaching

skills with the phases of

the coaching process

Differentiate an Academic

Coach from the Guidance

Counselor

Recognize the need for

building a meaningful

coaching relationship

Value the need to

collaborate with the

Guidance Counselor

Participate in the Goldmine

activity

INSPIRE TO

CHANGE:

Building

Meaningful

Coaching

Relationships

3:455:00

(75 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Sound

systemWhiteboard

Whiteboard

markers

Whiteboard eraser

3 x 5 colored

Goldmine Activity

Lecturette

Role Plays

Role play a

coaching

scenario

Application of the

Adaptive Model

in the coaching

process


involvement



Presentation of role play


6/18


Success Indicators

Role play a coaching

scenario

Engage in the critiquing

session

papers (100 pcs.

gold, 50 pcs.

black)

Two bandanas forblindfold

Masking tape

Pair of scissors

Prizes

Copies of the four

(4) coaching

scenarios

printed and

pasted on

colored papers

(one color per

scenario)

END OF MODULE 1

DAY 1 ENDS


7/18


Success Indicators

2

Describe the nature of

research

Analyze scenarios in the

activity and come up with

solutions to solve it

Explain the importance and

utility of the scientific

method

Differentiate the scientific

method from other ways

of knowing

Identify the basic

components involved in

the scientific method

Determine the strength of

the application of the

scientific method in

testing assumptions, as

well as, its limitations

Develop critical thinking and

problem solving skills

through active

exploration of conceptsand methods in various

activities

Appreciate the significance

of research in improving

the teaching-learning

process

ASPIRE TO

INNOVATE:

Appreciating the

Research Process

8:0010:15

(135 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003 and

multimedia

player

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markers

Whiteboard eraser

Video Clip 2:

Wrong

Assumption

Copies of the four

(4) research

scenarios

printed andpasted on

colored papers

Prizes

2 Manila papers

2 pentel pens

Video Showing

Group Activity: CSI

Group Activity: String

Exercise

Lecturette

Presentation of

possible

solutions to

problem-based

scenarios

Shared responses

to the guide

questions


involvement



Presentation of group

output


8/18


Success Indicators

2

Recognize the value of

developing their research

skills

Realize good researchpractices in arriving at a

reasonably sound

conclusion invaluable in

the field of education

Foster responsible learning

in a knowledge-based

society through critical

examination of available

facts and evidence

Use creative presentation

techniques in

demonstrating the

reasons behind the

occurrence of a

problematic situation

Formulate a testable

hypothesis to explain a

set of observations

Verbally state the strengths

of the hypothesis based

on a viable assumption

1 roll masking

tape

1 pair of scissors

2 sets of 3 ft.yarn/string for

every 4-member

group

Worksheet 2:

String Exercise


ASPIRE TOINNOVATE:

Appreciating the

Research Process

(continuation)

10:3011:15

(45 mins.)


9/18


Success Indicators

2

Define a research problem

Identify the characteristics

of a good research

questionClassify research variables

Distinguish the different

research methodologies

Classify research

methodologies into three

distinct categories

Formulate solutions to the

activity

Appreciate the value of the

different research

methodologies ineducation

Increase their level of

awareness on the

different research

approaches and

methodologies

Recognize the importance

of understanding

variables and stating

hypotheses

Allow participants to

actively participate in theactivity and discussion

Answer the given worksheet

Innovate to Lead:

Understanding

the Core of

Research

11:1512:00

(45 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003 and

multimedia

player

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markersWhiteboard eraser

Video Clip 3: Don't

Judge Too

Quickly

Worksheet 3: My

Educational

Research

Worksheet 4:

Research

Variables

Cheat Sheet

Worksheet 5:

Matchstick

Puzzles

Five (5)

matchboxes,

each with at

Video Showing

Lecturette

Group Activity:

Connections

Group Activity: The

Ping pong Ball

Accomplished

Worksheet

Shared ideas


involvement




10/18


Success Indicators

least 40

matchsticks

inside

Worksheet 6:Research

Methodologies

Cheat Sheet

Copies of Research

Categories and

Methodologies

printed and

pasted on

colored papers

1 Manila paper

divided into 3

Columns and oneach column

paste the

Research

Categories i.e.

Descriptive,

Associational

and Intervention

1 roll masking tape

1 pair of scissors


2

Innovate to Lead:Understanding

the Core of

Research

(continuation)

1:003:00(120 mins.)



11/18


Success Indicators

Innovate to Lead:

Understanding

the Core of

Research(continuation)

3:155:00

(105 mins)

DAY 2 ENDS

3

Differentiate quantitative

research from qualitative

research

Enumerate the

methodologies most

commonly used in

quantitative and

qualitative educational

researchEnumerate the various parts

of a research study

Differentiate each section of

the research paper

Structure and process data

or information in a

systematic pattern

typically used for

academic research

Identify how to effectively

use primary and

secondary sources ofinformation

Critique the output of co-

participant

Realize the values of

intellectual honesty,

MANAGE TO

INNOVATE:

Structuring the

Research Paper

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Soundsystem

Whiteboard

Whiteboard

markers

Whiteboard

eraser

Stress balls of 5

different colors

(yellow, green,

blue, red,

orange)Worksheet 3: My

Educational

Research

Lecturette

Group Activity: Group

Juggle

Peer Critiquing

Accomplished

Worksheet

Shared ideas


involvement



Effective critiquing of co-

participants output


12/18


Success Indicators

3 curiosity, skepticism and

openness to ideas

Verbally state the

importance ofpartitioning information

in a research study


MANAGE TO

INNOVATE:

Structuring the

Research Paper

(continuation)


END OF MODULE 2


13/18


Success Indicators

3

Acquire skills and/or

methodologies necessary

in teaching a concept

through

Compare and contrast

concept attainment and

concept formation

Design lesson activities

using teaching concepts

strategies

Appreciate and recognize

the benefits of conceptteaching strategies in

achieving improved

instructional practices

Perform/accomplish tasks

illustrating the two

strategies in concept

teaching

Present the designed

concept teaching lesson

activity

INITIATE TO

ACTUALIZE:

Concept Teaching

1: 003:00

(120 mins)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markers

Whiteboard eraser

Assorted candies

Printed concept

words pasted on

strips of colored

paper

2 small boxes for

colored paper

strips

24 inflated

balloons

2 big boxes for the

inflated balloons

2 chairs

Activity: Improved vs.

Traditional

Instructional

Practices

Activity: Im Going on

a Trip

Lecturette

Activity: Concrete vs.

Abstract Concepts

Model Activity: Using

Graphics

Practice Activities

Accomplished

worksheets

Design a concept

teaching activity

Shared ideas


involvement




output


14/18


Success Indicators

1 roll masking tape

1 pair of scissors

2 copies of Types

of Conceptsprinted and

pasted on

colored papers

2 Manila papers

divided into 2

Columns

Worksheet 7:

Model Activity -

Teaching a

Concept: Using

Graphics

Cheat Sheet

Worksheet 8:

Activity 1 - Basic

Model for

Concept

Instruction:

Concept

Analysis Grid

Worksheet 9:

Activity 2 -

Concept Grid A

Worksheet 10:Activity 3 -

Concept Grid B

Cheat Sheet for

WS 8

Cheat Sheet for


15/18


Success Indicators

WS 9

Cheat Sheet for

WS 10

5 Manila papers5 pentel pens

1 roll masking tape

1 pair of scissors


3

INITIATE TO

ACTUALIZE:

Concept Teaching

(continuation)

3:155:00

(105 mins.)

DAY 3 ENDS

4

Describe the nature of

integration

Distinguish the different

types and levels of

integration

Assess the best level of

integration based on its

scope and applicability

Examine the significance

and implications of

integration to the

dynamics of Improved

Instructional PracticesValue the importance of

integration as a tool in

improving instructional

practices

Develop camaraderie

INTEGRATE TO

ACTUALIZE:

The Power of

Connections

8:0010:25

(145 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MS

PowerPoint

2003

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markers

Whiteboard eraser

Worksheet 11:

Integration

Cheat Sheet

Active Knowledge

Sharing

Lecturette

Learning Stations

Practice Activity:

Melting Pot

Accomplished

worksheets

Design an activity

that applies

integration

Shared ideas


involvement




output


16/18


17/18


Success Indicators

Cheat Sheet


4

INTEGRATE TO

ACTUALIZE:

The Power of

Connections

(continuation)


Formulate easy to

understand and precise

instructions for topic-

concept and designed

tasks

Use the Revised Blooms

Taxonomy to develop

task instruction matrix

that ensures higher level

thought processes

Incorporate a variety of

strategies and provide

clear instructions for the

tasks

Regard providing clear

instructions as essential

factor in the waysstudents approach tasks

Show commitment to

enhancing their skills in

interactive/ creative

teaching

IMPLEMENT TO

ACTUALIZE:

Translating Tasks

Into Instructions

1: 002: 40

(100 mins.)

Topic slides

Timer

LCD projector

Computer unit

with MSPowerPoint

2003

Computer

speakers/Sound

system

Whiteboard

Whiteboard

markers

Whiteboard eraser

2 sets of printed

letters for

Human Text

Twist

Prizes

Worksheet 14:

Lecture Bingo

Activity: Human Text

Twist

Lecturette

Group Activity: Word

in a BoxPractice Activity

Assessment

Accomplished

worksheet

Shared ideas

Translate a concept

to a taskSet up a task and

task instructions


involvement



Presentation of groupoutput


18/18


Success Indicators

4

Demonstrate an effective

Translating Tasks to

Instructions encounter

for feedback

Design tasks and provide

instructions using a

variety of Improved

Instructional Practices

Card

Prizes

6 small boxes for

Word BoxActivity

Printed words for

the Word Box

Activity

1 set of the

following per

group of 5 pax

1 pc. Manila paper

1 pc. pentel pen

1 roll masking tape

1 pair of scissorsAfternoon Break 2:402:55 (15 mins.)

IMPLEMENT TO

ACTUALIZE:

Translating Tasks

Into Instructions

(continuation)

2:555:00

(125 mins.)

(including the

post-test)

END OF MODULE 3

DAY 4 ENDS

END OF TRAINING

Documents

TST 2 Training Outline