AL-120-TECH_FOR_TEACHING_AND _LEARNING 2.docx

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Course Syllabus in Technology for Teaching and Learning 2
KOLEHIYO NG PANTUKAN
Juan A. Sarenas Campus, Kingking, Pantukan, Compostela Valley Province
COURSE SYLLABUS
College:
COLLEGE OF EDUCATION
Program:
Bachelor of Secondary Education
Prepared by:
KRISTELLE LOU S. COMBATER,MAED
Faculty
Reviewed/Noted by:
CELEDONIA C. COQUILLA, Ed. D.
Dean of College
Approved by:
JOCELYN H. HUA, Ed. D.
College President
Course Code: TTL 2 Course Title: Technology for Teaching and Learning 2
Credit Unit(s): 3 Units Lecture: 3 hours Laboratory: 0 Hour
Textbook;
Panas-Espique, F., & Ayao-ao, S. (2020 B.C.E.). Technology For Teaching and Learning TTL 2 OBE & PPST-Based - Lorimar Academix.
https://lorimaracademix.com/technology-for-teaching-and-learning-ttl-2-obe-ppst-based/
KNP Vision & Mission
Vision
The Vision of Kolehiyo ng Pantukan which is fundamental motivation of the institution is: An institution of higher learning committed to provide knowledge, attitudes,
values and skills essential to personal development and develop the professions that will provide leadership in improving the quality of human life and respond effectively to
changing society.
Mission
To commit to the total development of individuals for life adjustment and to the upliftment of the economically deprived but deserving students through quality instruction,
research, updated facilities and curricula responsive to the needs of the times.
:
Ref. No. : COE – CS – Philo. 1 – 001
Status : Rev. 01
Date Issued: June 2014

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Program Objectives
1. To produce knowledge who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance symposia, seminars, for a, lecture series to better equip them
as future educators
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.
SPECIFIC COURSE INFORMATION
Course Description:
Pre-requisite(s): None Co-requisite(s):
SPECIFIC GOALS FOR THE COURSE
Course Outcome
At the end of this course, students shall be able to:
1.
COURSE CONTENT
Course Intended Learning
Outcomes
Topic Teaching and Learning
Activities
Assessment Tasks Grading Criteria References
First Period

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Explain the KNP VMG & College
Objectives
Apply KNP VMG and College
Objectives in the course of their
study
Internalize the classroom policies
and apply it in the course of the
classes
A. Preliminaries
 KNP VMG
 College Objectives
 Grading System
 Classroom Policies
Brainstorming
Paired Discussion
Graded Recitation
Quiz
Rubrics for Oral
Recitation
Score Percentage
Equivalent for Quiz
Panas-Espique, F., &
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
 Analyze Language learning
plans in the context of the 21s
century communication skills
Using ICT in Developing 21st
Century Skills/ICT in the 21st
Century Skills
A. K to 12 English and
Filipino Curriculum
Framework
B. 21st
Century
Communication skills
A.TLA 1. Guide the
students to go over the K to
12 Curriculum Framework
for English/Filipino
(secondary level))
B.TLA 1. Guide the
students to review some
units in the curriculum
guide with focus on the
development of 21st
century communication
skills: viewing, listening,
speaking, reading, and
writing skills.
B.TLAI 2Lead them to the
specific units that can be
Repertory grids
That present units
from the curriculum
guide vis-à-vis its
identified 21st
century
communication
skills and ICT tools
that will enhance its
acquisition
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-

of 15
A. Learning Activities to
develop viewing,
listening, speaking,
reading and writing skills
B. Promoting Digital
Citizenship
best taught with the use of
existing ICTs and let them
rationalize why.
C TLA 1, Based on the
identified units, let
students plan for at least 1
or 2 major or learning
activities that will
facilitate the development
of 21st
century
communication skiils in
their lessons. Let them
share and justify to the
whole class at least one
activity they have
considered
D.TLA 1. Present
introduction about digital
citizenship. A basic
concept map may be
shown to let students have
an initial background of
what digital citizenship is.
Relate this to the 21st
skills that were presented
in the previous activities in
this unit. After the short
introduction, let the
students open a sites where
people can comment on a
post. Let them show a post
and-learning-
ttl-2-obe-
ppst-based/

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 Enhance the language learning
plan to develop 21st
century
communication skills through
ICT integration
C. Revisiting of Langauge
learning plans:
integration of 21st
Century communication
skills and ICTs
where they got offended
or think the comments
were offensive. Have them
share what they felt while
reading these comments.
Process their ideas by
relating the concept of
digital citizenship
D.TLA 2. Present a case of
plagiarism of online
materials by teachers and
students. Discuss the
basics of copyright and fair
use guidelines for teachers.
Ask ways by which
teachers and students can
show digital citizenship
E TLA 1 Guide the
students to explore on
exisiting samples of unit
plans in English and
Filipino.
E TLA 2 Instruct the
students to review existing
language learning plans
and identify some learning
activities they may suggest
that may enhance 21st
skills integration. Let them
Annotations on how
some ICT tools may
enhance sample unit
plans in language

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write these and discuss in
class
.
E TLA 3 Facilitate a
discussion by asking the
students to choose which
specific unit from
curriculum guide they can
work on for their unit
planning which should be
ICT integrated. Let them
explain how ICTs will
enhance the development
of the 21st
century
communication skills or
competencies required in
the curriculum guide.
FIRST EXAM
SECOND PERIOD
 Explain how project-based
and problem-based learning
can facilitate language
acquisition or development of
communication skills.
Developing Problem-based and
Project-based Instructional
Plan
A. Nature of Project-based
and problem-based
approaches in language
acquisition
a. Problem-based
learning in language
acquisition
b. Teaching
English/Filipino with
projects/projects-
based approach
Review samples of
project-based learning
plans in language learning
(see
https://engage.intel.com/d
ocs/DOC-
52038).Download desired
samples and let students
review each plans.
Provide local DepEd
samples of learning plans
for further review. Let
students formulate
concepts on problem and
project-based learning
based on samples
Developed
checklist of the
elements of problem
and project-based
approach as
evidence of their
understanding of the
reviewed learning
plans
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-

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reviewed. Lead the
students on the
identification of
technology tools used in
the sample learning plans
and have them describe
how these tools were
usesd in the learning plans
to achieve the
competencies intended.
Comparison of the
difference of Problem and
Project-based Learning
(use
http://www.edutopia.org/b
log/pbl-vs-pbl-vs-sbl-
john-larmer). Give time
for students to read the
article. Using the
observation in TLA 1 and
the concepts in the
website reviewed, let
students prepare a table
comparing the two
approaches.
and-learning-
ttl-2-obe-
ppst-based/
 Explain parts of a project-
based and problem-based
learning plan for language
A. Basic Parts of a
Learning Plan for
English/Filipino
(DepEd sample LP
may be used)
A day before, let students
go over the repertoire of
sample learning plans
reviewed during the first 3
weeks of those with
DepEd. Have them review
the parts and describe the
contents of each part.
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-

of 15
Focus their attention on
the parts where the
elements of problem-
based/project-based
learning should be
integrated. Let them
identify from the sample
plans the main learning
activity that will require
students to do inquiry
activities or create
projects. Lead students to
the part of the sample plan
where the problem or
project activities are
indicated
.
Present to the class some
samples of Learning Plan
Assessment tools
(UNESCO) that will guide
them to review provided
sample.
Based on the review of
sample plans, let students
prepare their own draft.
Give time for them to
create the documents
using a Word application
following the basic parts
identified. Let students
share their output to peer
for feedback.
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/

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 Develop a project-based or
problem-based language
learni9ng plan that is ICT-
integrated
B Writing a problem-
based/project-based learning
plan
a. Developing learning
outcomes from the
identified language
competencies in the
chosen unit that best
require ICT integration
b. Review of the revised
Bloom’s taxonomy of
objectives
c. Alignment of
competencies, outcomes
and assessment with
teaching and learning
activities for English
A Evaluation of the Developed
Learning Plan using the
Assessment tool presented
earlier
Using K to 12 curriculum
unit they have chosen
previously, let them copy
the language
competencies and develop
learning outcomes out of
it. Have these written on
the template they have
created.
Review the revised
Bloom’s taxonomy of
objectives. Let them start
drafting their day 1 lesson
of their unit by writing
their specific objectives.
Develop learning
outcomes based on
language learning
competencies
identifies in the K to
12 Curriculum
Guide For English/
Filipino
Developed project-
based/problem-
based learning plan
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
 Identify uses of open-ended
tools in the teaching-learning
language
Productivity/Software
Applications/Tools for
teaching and learning
A. Open-ended tools and
their uses in teaching and
learning language skills
a. Using word in
scaffolding student
learning in a
language classroom
b. Using presentations
in teaching language
skills
Let students share their
experiences in using open-
ended tools as a student in
various courses they have
already taken. Ask how
the tools were used. Have
them give specific outputs
they have made using
word, presentation and
spreadsheet.
Using specific samples
given to students, allow
Implementation plan
that will describe
how the open-ended
tools will be
maximized in the
implementation of
the chosen language
unit.

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c. Using spreadsheets in
language learning
them to describe other
ways of using these open-
ended tools as they plan
learning activities for their
language unit. Give them
time to browse samples of
documents, presentations
and spreadsheets in
sample unit plans.
Download a sample and
share to the class how
these helped realize the
objectives of the unit of
the sample unit plan.
 Create student outputs using
computer application
programs as evidence of
language learning
B. Creating student sample
projects using open-
ended tools
a. Students as digital
authors
b. Creating a digital
storytelling output
using Claymation/
stop motion
animation
c. Creating scaffolding
materials to support
learning
d. Creating a
presentation for
project-based output
Facilitate a discussion on
the role of the students as
digital authors. Let
students review their
chosen competencies for
their unit and plan the
integration of sample
projects as evidence of the
learning of students in the
unit.
Design student
samples for the unit
identified.
Example:
 Digital
storytelling
suing
claymotion/s
top motion
animation
 Developed
student
project
sample using
Digital
Authoring
Tools
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/

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 Prepare IMs that will enhance
language learning utilizing
selected open-ended tools in
delivering the learning plan
A. Making IMs using open-
ended tools in teaching
language units
B. Revisiting of Project-
based or Problem-based
leaning plan; integration
of student samples and
teacher-made IMs
C. Learning Plan
Assessment
Give time for students to
plan instructional
materials that they will
use in teaching the topics
in their chosen unit
considering their
objectives.
Before letting the students
proceed tot heir unit
planning, remind them of
the alignment of the
competencies, objectives,
and learning activities and
IMs that will be integrated
in the procedure of the
unit plan. It would be
good to prepare a
checklist of the required
elements in their unit
planning to be in keeping
with the expectations for a
project-based unit plan.
Created teacher
scaffolds or IMs for
the unit plan using
open-ended tools
 Handouts
 Project
Guide
 Story board
Revised unit plan
with the integration
of IMs created
together with
sample projects.
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
SECOND EXAM
THIRD PERIOD
 Identify various
instructional materials
(IMs) and technology
tools in language
learning
Producing learning resources
using technology tools
A. Human and non-human
learning
resources/instructional
materials
B. Technology/tools for
teaching English/Filipino
In a tabular form, let
students list down human
and non-human learning
resources/instructional
materials thata re possible
in realizing objectives in
teaching a lesson. Let
students describe the
learning resources they
have listed in each column.
Accomplish a table
with two columns
writing human
resources on the
first column and
non-human
resources on the
second.
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -

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Have them share the
conditions when these
resources are to be used in
the class.
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
 Explain the
characteristics of
goof/appropriate IMs
technology tools in
learning langauge
A. Characteristics of
Good/Appropriate IMs
and Technology tools
B. Principles of Universal
Design for Learning
(UDL) Guidelines
Facilitate a discussion on
the characteristics of a
good instructional tools by
using multimedia
presentation. Show sample
technology-based IMs for
students to observe.; Ask
them to note some
observations for later
discussion. Post a question
on the importance of
choosing the right tools for
their unit plan.
Prepare a
checklist/rubric for
choosing the
appropriate IMs
and technology
tools for teaching
Online Treasure
Hunt (OTH) output
on ICT tools that
demonstrate UDL
principles
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/

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 Create appropriate IMs
in learning language
C. Creating teacher
productivity materials
A Revisiting of PB learning
plan incorporating
technology tools in preparing
IMs in introducing the unit
Have students use the
handout for the principles
of UDL as they finalize
their IM. Allow students to
work on their IM and show
the part of the unit plan
where this will be used.
Create IM using
technology tool of
their choice
given activity
 Characterize ICT
resources
 Determine the
relevance and
appropriateness of ICT
resources based on the
learning context
 Create appropriate IMs
in learning language
Using ICT resources for
Language Learning
A. Characteristics of ICT
tools for Language
learning
B. Relevance and
appropriateness of digital
and non-digital resources
C. Create teacher
productivity materials
Give a word puzzle that
contains a mixture of
digital and non-digital
resource example. Let the
students find the words
that they consider as
resources. After their
answers are checked,
organize the words
according to its type. Ask
them to justify why they
consider the examples as
digital or non-digital
resources.
Listing of
characteristics of
digital and non-
digital resources
Write a justification
of their decision on
the scenario
presented
Create Im using a
technology tool of
their choice
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/

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 Characterize ICT
resources
 Determine the
relevance and
resources based on the
learning context
 Develop assessment
tool to evaluate
relevance and
resources to the
learning context
Using ICT resources for
Language Learning
A. Characteristics of ICT
Tools for Language
Learning
B. Relevance and
C. Assessment tools for
selecting relevant and
appropriate digital and
non-digital resources
D. Revisiting of PB
learning plan;
integration of the use of
digital and non-digital
resources and assessment
tools in the Language
Learning Plan procedure
Present a list of learning
activities with their
respective digital and non-
digital resources. A case
scenario can also given to
students for thrm to decide
which type of resources
are appropriate for them to
adopt in in delivering the
learning activity.
Using the ideas generated
and noted in the previous
activity, let the students
work by pairs and create
an assessment tool
(rubric/checklist/rating
scale) to evaluate they
relevance and
Write a justification
of their decision of
the scenario
presented
Create rubric/rating
scale for evaluating
digital and non-
digital resources
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
THIRD EXAM
FOURTH PERIOD
 Identify features
and uses of ICT
tools for
collaboration and
sharing of
resources among
community of
practice
Technology Tools for
Practice
A. Features and Uses ICT
tools for collaboration
and sharing resources in
Language Learning
a. Wikis for creative
writing
Group works Reflective journal
KWL chart Holistic and analytical
given activity
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-

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b. Blogs for journal
writing
c. Social Bookmarking
for collaborative
research in English or
Filipino
Based -
Lorimar
Academix.
https://lorima
racademix.co
m/technology
-for-teaching-
and-learning-
ttl-2-obe-
ppst-based/
 Engage in a
community of
learning (COL) for
language teachers
and learners
B Community
practice/community of
learning for language teachers
A Effectiveness of COLs in
professional development of
teachers
FOURTH EXAM

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