With this special project, I aim to achieve both institutional goals for the target site—Future Integrated Schools—and the target learners—the Filipino teachers in the English Department, as well as personal goals as a BES student fulfilling the capstone course of the program. 

Institutional Goals 

The following Bloom’s Taxonomy-based learning objectives were developed to reflect all three levels of assessment—Knowledge, Skills, and Attitudes—within the teacher training initiative. By the end of the EduPREP training program, the teachers will be able to: 

1. Understand the purpose of the EduPREP training in connection with DOET’s English Speaking Contest and the upcoming English Summer Program. (Understand) 

2. Analyze common student speaking challenges and identify appropriate instructional strategies across linguistic, performance-related, and motivational domains. (Remember, Analyze) 

3. Use the DOET speaking rubric to evaluate student speeches and align classroom instruction with contest expectations. (Apply) 

4. Design a level-appropriate speaking activity and formative assessment tools that support student proficiency and contest readiness. (Create) 

5. Demonstrate the use of learned instructional strategies for developing students' English speaking proficiency in their own classrooms. (Apply) 

Personal Goals 

As an offshore UPOU student, this project is my small way of supporting Filipino teachers abroad. This is a step toward empowering educators to deliver impactful instruction and help learners succeed in competitive, real-world contexts. 

As a BES student, this project allows me to apply instructional design principles in an authentic educational setting, bridging theory and practice while contributing meaningfully to the professional development of educators and helping students build confidence and competence in English speaking by strengthening the quality of instruction they receive.

In relation to the aforementioned learning objectives, the instructional strategies and learning activities intended to be carried out during the implementation phase are: 

1. Direct instruction (All Learning Objectives) 

   • Use of clear, concise presentations on the content 

2. Structured discussions (Learning Objective #1) 

• Use of prompts to uncover shared needs and peer expertise 

3. Case/scenario analysis (Learning Objective #2) 

• Analysis of sample student speeches/profiles and recommendation of appropriate instructional approach 

4. Rubric-based review (Learning Objective #3) 

• Scoring sample student speeches (text/video format) using the DOET rubric and proposing an intervention 

5. Micro-planning/activity-designing (Learning Objective #4) 

• Drafting a short speaking activity for their students 

• Creating a formative monitoring checklist 

Furthermore, the evaluation phase includes the modalities of: 

1. Peer sharing and discussion (Learning Objective #2) 

• Assess teachers’ understanding through verbal articulation 

• Observe for clarity, alignment, and practical understanding 

2. Rubric scoring activity (Learning Objective #3) 

• Assess the ability to apply DOET rubrics 

3. Micro-planning/activity design (Learning Objective #4) 

• Assess how teachers apply the strategies to their context 

• Review alignment with contest goals and clarity 

4. Classroom observation (Learning Objective #5) 

• Evaluate teachers’ application of learned instructional strategies in their own classrooms 

5. Post-session survey (Learning Objective #1) 

• Gather feedback on content relevance, delivery, and next steps using Likert-scale and open-ended questions 

The ADDIE model is a systematic instructional design framework that includes analyzing current instructional gaps, designing and developing targeted training content, implementing practical strategies, and evaluating the training’s effectiveness in enhancing teacher performance and student learning outcomes. It is a widely accepted and utilized framework for designing and developing educational and training programs, recognized for its structured yet flexible nature among clearly defined stages. It does not necessarily follow a strict linear progression of steps but instead embraces a more interactive and dynamic approach to design and development compared to earlier hierarchical instructional design models (Kurt, 2018). 

Additionally, Mayfield (2011) highlights the prominence of the ADDIE model in instructional design, stating that a Google Scholar search finds over 7,000 articles and books discussing ADDIE. She concludes that the ADDIE model is a valuable framework for developing training programs because of its consistent, systems-oriented, and iterative process that fosters individual and collaborative development, building upon and refining learning goals and objectives. This instructional design framework was the foundational backbone of this project, and, therefore, the process employed followed the ADDIE model. 

Teacher Training and Professional Development 

Effective teacher training and professional development have a great impact on students’ active learning processes and successful learning outcomes. Darling-Hammond et. al (2017) highlight well-designed and implemented professional development as an essential component of a comprehensive system of teaching and learning that supports students in developing the knowledge, skills, and competencies they need to thrive in the 21st century. Furthermore, Sims et al. (2023) propose the I/M/T/P theory involving four key components of effective professional development: enhancing teachers’ insights (I), motivating change (M), developing teaching techniques (T), and embedding changes in practice (P). Their research indicates that professional development programs incorporating these components are more likely to improve learning outcomes. 

In the design and development of this project, it was ensured that the EduPREP training program would result in:

• Enhanced insights through direct instruction, structured discussion, and case analyses;

• Motivated change in instruction by incorporating both short-term and long-term institutional goals;

• Developed speaking-focused instructional strategies and techniques that address linguistic, performance, and affective factors that impact English speaking proficiency; and,

• Change embedded into practice as observed in the micro-planning/activity-designing activity and post-EduPREP classroom instruction. 

Andragogy: Adult Learning Theory 

This project is anchored in the principles of the Adult Learning Theory, or Andragogy, which is a pedagogy focused on learning that is self-directed, experience-based, and applicable to real-world contexts. According to Feder (2024) and NEIT (2021), several key principles of this theory are central to the design of Project EduPREP, the first of which is drawing from life experiences to deepen learning and contextual relevance. Adult learners, such as the Filipino English teachers participating in this project, bring rich professional and cultural experiences that shape how they interpret new information and contribute to the learning, or, in this case, training, environment. 

Another component of andragogy is goal orientation, where adults engage with specific objectives in mind, often linked to career advancement or skill development. With this, the teachers involved in this project are motivated by practical outcomes, such as improved classroom instruction and enhanced student performance during FIS’ English Speaking Summer Program in preparation for DOET’s English Speaking Contest. 

Finally, andragogy emphasizes problem-centered learning because adults prefer learning that helps them address real challenges they face in their work environments. Hence, in this project, the teachers engage with instructional strategies and communication techniques that they can directly implement in their own classrooms during the summer program. This practical orientation is key to sustaining engagement and ensuring long-term benefits from the training. Overall, by grounding the project in adult learning principles, the training becomes more relevant, engaging, and effective for its intended audience of adult professionals. 

Constructivist Learning Theory 

EduPREP is anchored in the constructivist learning theory, which sees learning as an active process of building knowledge through experience, reflection, and interaction (Piaget, 1972; Vygotsky, 1978). In this program, teachers are not treated as passive recipients of information but as active co-constructors of knowledge. They engage in meaningful tasks such as analyzing student performances using the DOET rubrics and designing speaking activities and strategies suited to their own classrooms. This approach is consistent with the aforementioned research on effective professional development, which highlights the value of active, collaborative, and practice-based learning (Darling-Hammond et al., 2017). Beyond task performance, EduPREP emphasizes reflection and peer feedback, creating a community of practice where teachers support and learn from one another. In line with Vygotsky’s concept of the Zone of Proximal Development (ZPD), the training also provides scaffolding that allows teachers to extend their instructional strategies in authentic contexts. This ensures that the professional growth they experience during the program is not only immediately useful but also sustainable in their classroom teaching practices.

Dual Coding Theory 

The dual coding theory suggests that processing information through both visual and verbal channels creates a stronger cognitive representation (Atkinson, 2024). For adult learners, such as the Filipino English teachers participating in this study, integrating visual content—presentation slides, teacher’s handbook, and training booklet—with verbal explanations during a live training session enhances comprehension and long-term retention. By aligning its design and development with the dual coding theory, Project EduPREP employs a dynamic approach that engages both cognitive pathways, helping the teachers navigate complex concepts more easily and maximizing learning efficiency and training effectiveness. 

Universal Design for Learning (UDL) 

This study also incorporates the principles of the Universal Design for Learning (UDL) to accommodate diverse learning preferences and needs by providing multiple means of engagement, representation, and expression. These principles foster interest and motivation, present information through varied formats, and offer different methods for learners to demonstrate their knowledge (Stapleton-Corcoran, 2022). Within this project, UDL is manifested in training content that addresses teachers' real-world challenges, such as preparing students for the English Speaking Contest, in the use of visual aids complemented by verbal instruction consistent with the dual coding theory, and in the provision of output formats that enable teachers to exhibit their learning in multiple ways. 

Mayer's 12 Principles of Multimedia Learning 

Richard Mayer's 12 Principles of Multimedia Learning guided the design and development of this project's materials, particularly the presentation slides, which serve as the primary digital aids for the EduPREP training program. The slides incorporate various visual elements (e.g., pictures, animations, text, and videos) and some audio components (e.g., student speaking videos). Although most of the presentation is delivered in real time by implementers rather than presented as a standalone multimedia resource, Mayer's principles remain applicable in structuring the learning experience to enhance comprehension and engagement (DeBell, 2019). 

Kirkpatrick's Four Levels of Evaluation 

Donald Kirkpatrick’s Four Levels of Evaluation is utilized to analyze and evaluate effectiveness based on four levels of criteria—reaction, learning, behavior, and results (Kurt, 2016). The post-session survey falls under Level 1: Reaction, focusing on participants' satisfaction and perceived value of the training. Level 2: Learning focuses on participants’ increase in knowledge, skills, and attitudes, thus involving the rubric scoring activity and the micro-planning/activity design. Under Level 3: Behavior, conducting classroom observations post-training assesses change in behavior or application of learning in the workplace. Lastly, Level 4: Results involves the training’s impact on the school’s goals or students’ learning outcomes, which is executed through peer sharing and discussion.