Photo Credit: EDCOM II Facebook

RITQ presented the interim report on one of its partnership projects with the Department of Education to The Second Congressional Commission on Education (EDCOM II) last June 11.

The project focuses on the Formative Process Evaluation of the MATATAG Pilot Implementation, aimed at developing models for learning resources and professional development for teachers and school heads.

The report was presented by RITQ Director Dr. Jennie Jocson during the EDCOM II Meeting on Learning Resources, Matatag Pilot, and Learning Loss Recovery.

The report includes the initial analysis of data collected from fieldwork activities conducted between February and May 2024 across seven regions: NCR, CAR, Region I, Region II, Region VII, CARAGA, and Region XII. These activities involved 35 MATATAG curriculum pilot schools, with some regions utilizing online data collection methods.

RITQ’s support to the pilot implementation of the MATATAG curriculum consisted of the i) development of learning resources which included extended lesson components developed through the Learning Camps, DepEd Office of the Undersecretary for Curriculum and Teaching and RITQ; integration of the Science of Learning into lesson components in the resource materials, and alignment of these learning resources with the MATATAG curriculum; and ii) monitoring and evaluation on the use of learning resources, conduct of learning action cells (LAC)/collaborrative expertise sessions (CES), instructional practices and instructional leadership.

RITQ presented key findings that answered the following research questions:

  1. How can Science of Learning be integrated in developing instructional materials for the MATATAG curriculum?
  2. What evidence of the following elements (collaborative planning; problem-solving; collaborative implementation; active engagement; and reflective practices) of professional collaboration are displayed by teachers and school heads in the pilot schools?
  3. What support can be provided to teachers in teaching, instructional materials development and assessment?
  4. What model/s of professional development is/are needed to support teachers and school heads in the pilot implementation of the MATATAG curriculum?
  5. What model/s of professional collaboration is/are effective in the pilot implementation of the MATATAG curriculum?

RITQ offered the following recommendations at the conclusion of the interim report:

  • Provision of capacity building programs for teachers and school heads in relation to the instructional framework and requirements of the new curriculum (curriculum unpacking linked with learning area content and Science of Learning as lesson design, adaptation techniques toward differentiation and inclusive practices, use of appropriate educational technologies)
  • Enhancing training delivery strategies and designs (inclusion of the “whys” and “hows” of curricular designs and components, mentors modeling efficient delivery of lesson components, and provision of guidelines on school collaboration)
  • Enhancing the CES implementation (provision of comprehensive primer, use of teachers’ annotations and reflections on practice, adoption of two CES schedule/week, involvement of mentors and experts, establishment of monitoring mechanisms, provision of training on CES and technological infrastructure support).

The report provides data-driven insights that help in refining the MATATAG curriculum, ensuring it meets the educational needs effectively.

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RITQ presented the interim report on one of its partnership projects with the Department of Education to The Second Congressional Commission on Education (EDCOM II) last June 11. The project focuses on the Formative Process Evaluation of the MATATAG Pilot Implementation, aimed at developing models for learning resources and professional...
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