The document discusses components of writing effective instructional objectives and evaluating techniques for using multi-media presentations. It explains that objectives should clearly define the expected student behavior, conditions, and performance level. When evaluating presentations, factors like slide length, layout, animation speed, and controlled try-outs are important to consider.

2. At the end of the lesson, the
students will be able to:
3. write well-stated instructional
objectives;
4. evaluate the technique of using a
multi-media presentation.

3. Components
Of A Well-
Stated
Instructional
Objective
Instructional
Objective
Behavior
Condition
Performance

4. Audience

5. Using the search engines to work on
a web quest on the weathering of
rocks, the second year students
should be able to prepare a
multimedia presentation with no
fragments and no more than five
errors in grammar.

6. Components
Of A Well-
Stated
Instructional
Objective
Instructional
Objective
Behavior
Condition
Performance

7. The behavior component contains the
specific actions students is expected to
show or demonstrate. These are called
as illustrative verbs ( Sambrano and
Rivera, 1995)

9. Using the search engines to work on
a web quest on the weathering of
rocks, the second year students
should be able to prepare a
multimedia presentation with no
fragments and no more than five
errors in grammar.

10. Components
Of A Well-
Stated
Instructional
Objective
Instructional
Objective
Behavior
Condition
Performance

11. The condition
component
describes the
circumstances at
which the behavior
has been
developed or
provoked.

12. Using the search engines to work on
a web quest on the weathering of
rocks, the second year students
should be able to prepare a
multimedia presentation with no
fragments and no more than five
errors in grammar.

13. Components
Of A Well-
Stated
Instructional
Objective
Instructional
Objective
Behavior
Condition
Performance

14. Performance
The third is the level of
performance , which is the end
result of teaching and learning
activity.

15. Using the search engines to work on
a web quest on the weathering of
rocks, the second year students
should be able to prepare a
multimedia presentation with no
fragments and no more than five
errors in grammar.

16. •ANALYZING THE CONTENT
•SELECTING THE METHODS,
APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND
ICT

17. LISTENING
1.2 Listen to determine the conflicting information
aired over the radio and television
SPEAKING
1 Deliver a short, informative talk using appropriate
registers to suit the intended audience, and variation
to intonation and stress for emphasis and contrast
READING
1.1 Use periodical index to locate information in
periodicals.
WRITING
6.4 Write reactions to books read (book reviews) or
movies seen (movie reviews)
6.6 Makes a write-up of an interview
PSSLC
ENGLISH II

18. •ANALYZING THE CONTENT
•SELECTING THE METHODS,
APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND
ICT

19. Project-based
Learning
Inquiry-based Learning
Cooperative
Learning
Inductive Method
Deductive Method
Process Approach
Conceptual
Approach
Review Method
Drill Method

20. •ANALYZING THE CONTENT
•SELECTING THE METHODS,
APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND
ICT

21. Instructional Software Tools
-drill and practice, tutorial, simulation, instructional games,
problem solving course ware.
Software Tools- word processing, spreadsheet , database,
desktop publishing, data collecting tools, concept-mapping tools,
music editors and synthesizers, modeling tools, electronic
encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet,
search engines, e-mail and other distance resources.

23. Instructional Software Tools
-drill and practice, tutorial, simulation, instructional games,
problem solving course ware.
Software Tools- word processing, spreadsheet , database,
desktop publishing, data collecting tools, concept-mapping tools,
music editors and synthesizers, modeling tools, electronic
encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet,
search engines, e-mail and other distance resources.

25. Instructional Software Tools
-drill and practice, tutorial, simulation, instructional games,
problem solving course ware.
Software Tools- word processing, spreadsheet , database,
desktop publishing, data collecting tools, concept-mapping tools,
music editors and synthesizers, modeling tools, electronic
encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet,
search engines, e-mail and other distance resources.

27. Steps in designing ICT- Based
Instruction
1. The
Planning
Phase
2. APPLYING THE
INTEGRATION AS
PLANNED,
EVALUATING AND
REVISING THE
LESSON PLAN
3.
EVALUATING
THE RESULT OF
INSTRUCTION

28. Is it good to have 35 or more slides
in a class? Is 2-3 slides
appropriate?
As teachers, why do we need to
have a good layout that
determines its attractiveness in
our presentation?

29. TECHNIQUE IN USING A
MULTI-MEDIA PRESENTATION
•Length of the slides
•Good layout determines the
attractiveness of the material
•In animated the speed of motion and
motion path must be considered
•Undergo controlled try-out

30. Steps in designing ICT- Based
Instruction
1. The
Planning
Phase
2. APPLYING THE
INTEGRATION AS
PLANNED,
EVALUATING AND
REVISING THE
LESSON PLAN
3.
EVALUATING
THE RESULT OF
INSTRUCTION

31. EVALUATING THE RESULT OF INSTRUCTION
The focus is determining which path of
the integration worked well and what needs
to be improved.
Did the technology engaged the students?
Were they focused on the activity and did
they develop high level thinking skills?
 We need to come up with an authentic
assessment to evaluate the material.

32. Assessing instruction as a whole must
be the goal of evaluating the
instructional technology.
Did the technology facilitate the
achievement of the instructional objectives?
Did it develop in the students the will to
learn?
Did the instructional material use promote
the development of 21st century skills?
Did the teacher find ease and comfort in
setting it up and in manipulating it? Was
learning impressive?

33. Write one well-stated
instructional objective
which promote higher
order thinking skills.

34. CRITERIA 5pts. 3pts. 1pts.
Sentence
Construction
Sentences are
written
grammatically
correct.
Sentences are
somehow
written
grammatically
correct.
Sentences are
written
grammatically
incorrect.
Correct
Usage
Words are used
properly.
Words are
somehow
used properly.
Words are not
used properly.
Validity Objectives are
valid.
Objectives are
somehow
valid.
Objectives are
not valid.

35. Analyze and identify the
technique present in the multi-
media presentation below
using a graphic organizer and
make a remarks afterwards.