The University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) partnered with the Schools Division Office of Pasig City in a multi-phase professional development program that supported teachers in strengthening science and mathematics instruction. The program brought together assessment literacy, instructional strategy development, and lesson study to help teachers design more meaningful, learner-centered classroom experiences.
The partnership began with Phase 1: Developing Scientific and Mathematical Literacy Assessment Tasks, held on 15, 22, and 29 March 2025 at PBM Hall, Pasig Elementary School, and ACM Hall, SDO Pasig City. Phase 1 gathered 97 elementary and high school science and mathematics teachers and supervisors. Participants examined sample literacy assessments, discussed classroom assessment principles, developed assessment contexts and items, prepared scoring guides, reviewed test items, and explored ways of using assessment data to improve teaching and learning.
Building on the assessment work, Phase 2, conducted on 28–30 May 2025, focused on strengthening teachers’ pedagogical content knowledge and instructional strategies. Sessions covered Socio-Emotional Learning, Project-Based Learning, key instructional strategies in elementary mathematics, inquiry-based science teaching, curriculum-responsive high school mathematics, digital simulations, and the 5E instructional model. These sessions provided participants with practical approaches for designing conceptually coherent and engaging science and mathematics lessons.
The work continued in Phase 3, held on 2–4 June 2025, where teachers were immersed in the lesson study process. Working in science and mathematics groups, participants identified long-term goals and subgoals, selected lesson topics, designed research lessons, conducted mock implementations, and engaged in post-lesson reflection discussions. Through these activities, teachers refined their lessons using evidence of learner thinking, collaborative feedback, and relevant instructional frameworks.
From June to September 2025, Phase 4 served as the culminating phase of the program. Teachers implemented their collaboratively developed research lessons in actual classrooms, allowing them to observe learner responses, gather evidence of learning, and reflect on the effectiveness of their lesson designs.
Across the four phases, participants demonstrated stronger collaboration, reflective practice, and openness to feedback. The UP NISMED–SDO Pasig partnership highlights the value of sustained, evidence-informed, and teacher-centered professional development in building more coherent and responsive science and mathematics instruction for Pasig learners.
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| Teachers collaboratively measure the circumference and diameter of various circular materials to estimate the value of the constant π during the session on Measurement. |
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| Teachers simulate the apparent movement of the Sun and observe how changes in the light source affect the length and direction of an object’s shadow during Phase 2 of the UP NISMED–SDO Pasig training. |
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| Teachers closely examine specimens using a magnifying lens during a life science activity. |
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