The document is a 15-page course syllabus for a "Technology for Teaching and Learning 2" course. It includes information such as the course description, specific goals and outcomes, topics to be covered over several periods, teaching and learning activities, and assessments. The topics include using technology to develop 21st century skills, creating project-based and problem-based language learning plans integrated with ICT, and using productivity tools like Word and PowerPoint for teaching language skills. Students will develop an ICT-integrated project-based language unit plan and create sample student outputs and instructional materials using various applications.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Communication skills for the 21st century classroomMaricris Arevalo
This document discusses effective communication skills for the 21st century classroom. It emphasizes verbal communication skills like conversation and debate as well as receptive skills like listening and comprehending multiple media types. It also stresses producing effective communication through oral, written, visual, and technical media while expressing views neutrally. The document outlines collaboration, interpersonal skills, and interactive communication as key effective communication skills and discusses what teams are and how to collaborate with others on a team.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Unit III: Theories and principles in the use of design of technology driven l...CzarinaBercarce1
This document discusses Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can influence learning retention rates. It presents the Cone of Experience as having 11 bands of experiences ranging from concrete to abstract: (1) Direct experiences allow for 90% retention rates while (2) reading allows only 10%. The Cone also represents a progression from easy to difficult as it moves up levels of abstraction. Using a variety of instructional methods that incorporate different sensory modes can help develop higher-order thinking skills in students.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Communication skills for the 21st century classroomMaricris Arevalo
This document discusses effective communication skills for the 21st century classroom. It emphasizes verbal communication skills like conversation and debate as well as receptive skills like listening and comprehending multiple media types. It also stresses producing effective communication through oral, written, visual, and technical media while expressing views neutrally. The document outlines collaboration, interpersonal skills, and interactive communication as key effective communication skills and discusses what teams are and how to collaborate with others on a team.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Unit III: Theories and principles in the use of design of technology driven l...CzarinaBercarce1
This document discusses Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can influence learning retention rates. It presents the Cone of Experience as having 11 bands of experiences ranging from concrete to abstract: (1) Direct experiences allow for 90% retention rates while (2) reading allows only 10%. The Cone also represents a progression from easy to difficult as it moves up levels of abstraction. Using a variety of instructional methods that incorporate different sensory modes can help develop higher-order thinking skills in students.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, and the community. Learners are at the core of the curriculum. Teachers implement the curriculum and are considered "curricularists". School leaders and administrators manage the curriculum and ensure its proper implementation. Parents and the community provide resources and a learning environment. Other stakeholders that support curriculum implementation are local government units, non-government organizations, professional organizations, and foundations. School administrators and leaders are important to curriculum implementation as they manage and oversee its proper execution in schools.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
EdTech2 Lesson 11: The Computer as Teacher's Toolbhanj_10
This document discusses how computers can support constructivist and social constructivist learning paradigms. It describes constructivism as knowledge constructed by individuals and social constructivism as knowledge constructed within social contexts. The computer is presented as a tool that can provide information, foster social knowledge building, and enhance communication. Specifically, it can serve as an informative tool, communication tool, constructive tool, co-constructive tool, and situating tool to support different aspects of individual and social learning.
This course is a 3-unit introductory course on using technology for teaching and learning. It explores basic knowledge, skills, and values for positive use of technology. Topics include ICT laws and policies, safety issues, using media and technology in various subjects, learning theories, designing technology-driven lessons, creating secure learning environments, assessments using technology, and being socially responsible with technology. The course meets for 3 hours per week and has summative assessments including an e-portfolio, blog posts, a lesson plan integrating technology, and mid/final exams.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
This document discusses school-community partnerships from legal, sociological, and practical perspectives. Legally, laws like the Governance of Basic Education Act mandate cooperation between schools and communities. Sociologically, communities must work with schools to educate children, as individual institutions cannot do it alone. Examples of partnerships include communities assisting schools with maintenance, curriculum resources, work experience programs, and use of school facilities. The benefits of school-community partnerships are outlined.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and...Reji Mae Sunot
Teachers must address several ethical issues related to technology use in the classroom, including academic honesty, electronic communications, social networks, and confidentiality. The document outlines the TECH SMART approach for teachers to take care of equipment, explore appropriate learning sites, understand copyright law and creative commons, prevent cyberbullying, consider self-image and netiquette online, properly cite sources, and create content thoughtfully as digital educators.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, and the community. Learners are at the core of the curriculum. Teachers implement the curriculum and are considered "curricularists". School leaders and administrators manage the curriculum and ensure its proper implementation. Parents and the community provide resources and a learning environment. Other stakeholders that support curriculum implementation are local government units, non-government organizations, professional organizations, and foundations. School administrators and leaders are important to curriculum implementation as they manage and oversee its proper execution in schools.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
EdTech2 Lesson 11: The Computer as Teacher's Toolbhanj_10
This document discusses how computers can support constructivist and social constructivist learning paradigms. It describes constructivism as knowledge constructed by individuals and social constructivism as knowledge constructed within social contexts. The computer is presented as a tool that can provide information, foster social knowledge building, and enhance communication. Specifically, it can serve as an informative tool, communication tool, constructive tool, co-constructive tool, and situating tool to support different aspects of individual and social learning.
This course is a 3-unit introductory course on using technology for teaching and learning. It explores basic knowledge, skills, and values for positive use of technology. Topics include ICT laws and policies, safety issues, using media and technology in various subjects, learning theories, designing technology-driven lessons, creating secure learning environments, assessments using technology, and being socially responsible with technology. The course meets for 3 hours per week and has summative assessments including an e-portfolio, blog posts, a lesson plan integrating technology, and mid/final exams.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
This document discusses school-community partnerships from legal, sociological, and practical perspectives. Legally, laws like the Governance of Basic Education Act mandate cooperation between schools and communities. Sociologically, communities must work with schools to educate children, as individual institutions cannot do it alone. Examples of partnerships include communities assisting schools with maintenance, curriculum resources, work experience programs, and use of school facilities. The benefits of school-community partnerships are outlined.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and...Reji Mae Sunot
Teachers must address several ethical issues related to technology use in the classroom, including academic honesty, electronic communications, social networks, and confidentiality. The document outlines the TECH SMART approach for teachers to take care of equipment, explore appropriate learning sites, understand copyright law and creative commons, prevent cyberbullying, consider self-image and netiquette online, properly cite sources, and create content thoughtfully as digital educators.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Task 3 - Tech Tools for World Language Classes_FernandoRecalde.docxmiguelrecalde7
The document discusses tech tools for world language classes. It provides a lesson plan for an English class at the B1 level focusing on vocabulary. The lesson uses various tech tools, including YouTube videos, a mind map, and an online textbook. The plan outlines warm-up, presentation, practice, production, and assessment activities. It evaluates the lesson's success in achieving its aims and discusses challenges faced, like limited technological resources.
1) The document analyzes technology utilization in teaching physical education curriculum based on a survey of 250 students and faculty in PE colleges in Vidarbha, India.
2) The survey results were shocking and adverse, finding that only a small percentage of students are taught to use latest technologies, are aware of technologies before admission, and are proficient in using technologies.
3) Faculty members also reported low levels of using technologies in the curriculum, being trained to use technologies, and making optimal use of computer laboratories.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
This document contains a daily lesson log for a teacher teaching a class on Information and Communications Technology. Over the course of several weeks, the teacher covers topics like the current state of ICT technologies, online systems and platforms, online safety and security, and contextualized online search and research skills. The log outlines the lesson objectives, content, resources, and procedures for each class, as well as reflections on student performance and areas for improvement.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
The 2010 SEC curriculum focuses on teaching for understanding through design. It was rolled out over four years from 2010-2014. The curriculum is lean, sets high standards, and is rich and challenging through special programs in various subjects. It develops readiness for work and lifelong learning. Core subjects are allotted time weekly and units. The curriculum uses English and Filipino as mediums of instruction depending on the subject. It emphasizes integrative teaching, constructivism, and ICT. Schools design class programming and career pathways. Assessment uses a 60-30-10 test design and alternative assessments. Students are promoted based on minimum 75% subject performance and retained if failing 3 or more units.
This presentation discusses curriculum design and development. It explores philosophical approaches to curriculum, including the influence of performativity and changing views of academic knowledge. Models of curriculum are presented, including definitions focusing on structure and content, student experience, and an interactive teaching and learning process. Factors influencing curriculum design include knowledge constituents, balancing knowledge, action, and self-development, and considering discipline-specific approaches. Implementation requires considering teaching and learning strategies, assessment, standards, stakeholders, and continual development.
The document discusses the implementation of the K to 12 curriculum in the Philippines. It aims to enhance the basic education system by providing 12 years of education instead of 10 years. This is intended to allow more time for students to master concepts and skills and better prepare them for tertiary education, employment, or entrepreneurship. A key feature of the K to 12 curriculum is the requirement that all graduates be equipped with information, media, and technology skills, as well as learning and innovation skills. Teachers play an important role in curriculum design and implementation to ensure students can achieve the intended learning outcomes.
The document provides information on the Bachelor of Technical-Vocational Teacher Education (BTVTEd) program at the Technological University of the Philippines. It discusses the university's vision, mission, and core values. The BTVTEd program aims to develop highly competent teachers in technical and vocational education. The 18-week course covers topics like the philosophical foundations of technical vocational education, the teacher's role in the community and as a leader, and challenges in the Philippine TVET system with globalization. Requirements include attendance, assignments, projects, exams, and maintaining a scholarly attitude.
A THESIS - Assessment of the Levels of Study Skills of Computer Engineering S...Ange Alcantara
This document presents a study conducted by students at the Polytechnic University of the Philippines on the study skills of first and second year computer engineering students. It provides background information on the university and its goals. The study aims to assess students' levels of skills related to concentration, time management, note taking, test preparation and reading. It describes the input-process-output theoretical framework and conceptual framework used. The study seeks to understand students' demographic profiles and skill levels, and determine if relationships exist between profiles and skills. It discusses the scope, limitations and significance of the study. Finally, it reviews related literature on developing good study habits.
This document outlines the course Metodología 1 for the Pedagogía en Inglés career at Universidad Alberto Hurtado. The 8-credit, required course takes place in the second semester of 2014 and focuses on providing tools for teaching English as a foreign language. It covers topics such as classroom management, teaching across age and proficiency levels, and integrating technology. Assessment includes readings responses, classroom observations, lesson planning, and designing a digital learning object. The course aims to help students understand communicative language teaching approaches in the Chilean context.
TECHNOLOGY FOR TEACHING AND LEARNING 2.LESSON1.pptxMaylanieLamarca1
1. The document discusses the role of teachers in curriculum development and implementation in the Philippines under the K-12 program. It outlines six fields of specialization for teachers, including strengthening early childhood education, making the curriculum relevant to learners, building language proficiency, ensuring integrated learning, preparing students for the future, and developing holistic students.
2. Teachers play an important role as curriculum designers by deciding how to implement their field of specialization. They must consider students and use their practical experience to contextualize lessons.
3. The document encourages teachers to integrate technology into their lessons to deliver high-quality instruction and help implement fields like mother-tongue education that require digital learning materials.
The document summarizes the first meeting of the Building Community through Telecollaboration Project in its third year. It provides an agenda for the meeting which will include introducing the project goals, an overview of collaborative ICT projects, building an online community, and addressing concerns. It also reviews Quebec education competencies and the goals of the BCT project to build an online teacher community, facilitate ICT tool learning, and encourage professional conversations to enhance student learning. Lessons learned so far emphasize the importance of teacher belief, expertise, support and time for successful technology integration.
Powerpoint to launch Elearning at Bradford Academy. The presentation highlights the journey and progression of ICT in recent years. I sets the scene for the future developments over the next year.
This document provides the course description, credit hours, desired learning outcomes, final products, assessment tasks, learning plan, references, and rubrics for Prof Ed. 109: Educational Technology 1 at La Salle College Antipolo. The course is a 3-unit introductory course on integrating technology in various content areas through the design and development of instructional plans. Students will be assessed through exams, presentations, quizzes, assignments, and a final lesson plan with technology integration and e-portfolio. The learning plan covers topics like theories of educational technology, trends in e-learning, and models for technology integration.
This document provides the course description, credit hours, desired learning outcomes, final products, assessment tasks, learning plan, references, and rubrics for Prof Ed. 109: Educational Technology 1 at La Salle College Antipolo. The course is a 3-unit introductory course on integrating technology in various content areas through the design and development of instructional plans. Students will be assessed through exams, presentations, quizzes, assignments, and a final lesson plan with technology integration and e-portfolio. The learning plan covers topics on educational technology theories and trends over 15 weeks using various pedagogical approaches and tools.
The document summarizes the development of the Philippine basic education curriculum over time. It discusses the 2002 Basic Education Curriculum and the 2010 Secondary Education Curriculum. It then introduces the K-12 Basic Education Curriculum which extends basic education to include Kindergarten and 12 years of schooling. The K-12 program aims to better prepare students for tertiary education, employment, and life skills through additional years of schooling.
Similar to AL-120-TECH_FOR_TEACHING_AND _LEARNING 2.docx (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
AL-120-TECH_FOR_TEACHING_AND _LEARNING 2.docx
1. Page 1 of 15
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
2. Page 2 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
3. Page 3 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
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-
4. Page 4 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
century communication
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/
5. Page 5 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
century communication
skills integration. Let them
Annotations on how
some ICT tools may
enhance sample unit
plans in language
6. Page 6 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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-
7. Page 7 of 15
Course Syllabus in Technology for Teaching and Learning 2
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.
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
Panas-Espique, F., &
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
8. Page 8 of 15
Course Syllabus in Technology for Teaching and Learning 2
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/
9. Page 9 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
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.
10. Page 10 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
11. Page 11 of 15
Course Syllabus in Technology for Teaching and Learning 2
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.
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
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.
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
Panas-Espique, F., &
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
Based -
12. Page 12 of 15
Course Syllabus in Technology for Teaching and Learning 2
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
13. Page 13 of 15
Course Syllabus in Technology for Teaching and Learning 2
Create appropriate IMs
using technology tools
in learning language
C. Creating teacher
productivity materials
using technology tools
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
Characterize ICT
resources
Determine the
relevance and
appropriateness of ICT
resources based on the
learning context
Create appropriate IMs
using technology tools
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
using technology tools
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
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
14. Page 14 of 15
Course Syllabus in Technology for Teaching and Learning 2
Characterize ICT
resources
Determine the
relevance and
appropriateness of ICT
resources based on the
learning context
Develop assessment
tool to evaluate
relevance and
appropriateness of ICT
resources to the
learning context
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. 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
appropriateness of digital
and non-digital resources
Write a justification
of their decision of
the scenario
presented
Create rubric/rating
scale for evaluating
digital and non-
digital resources
Holistic and analytical
rubrics to assess the
outputs/presentation of
the students in every
given activity
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/
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
rubrics to assess the
outputs/presentation of
the students in every
given activity
Panas-Espique, F., &
Ayao-ao, S.
(2020
B.C.E.).
Technology
For Teaching
and Learning
TTL 2 OBE
& PPST-
15. Page 15 of 15
Course Syllabus in Technology for Teaching and Learning 2
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