Put your Topic/ unit title here

Put your Enduring Understanding / Big Idea here Put the Module Objectives here.

If you are not familiar with Enduring understandings by Wiggins and
McTighe and would like to learn about it, please take a look at this YouTube
video  (Links to an external site.)  for a short crash course and this link for a
longer read  (Links to an external site.). In a nutshell, Enduring
understandings are statements that contain core ideas and processes that
are central to a discipline and have lasting value beyond the classroom.
Please consider setting PERFORMANCE OBJECTIVES that address the
analysis, evaluation & creation levels of Blooms / Krathwohl &
Anderson. In the Discover section, we emphasized the need to trim
down non-essentials. This means that we maximize every little thing
that we conduct, starting with the objectives, to ensure higher level
thinking

Pur your Essential Questions here.

To ask these questions, think of the most important concepts you want your
Description of Activities including their Schedule & Time
students to learn. These questions will not be answered by research. Here are
Allotment
a short video summary  (Links to an external site.) and a site with links to
essential questions  (Links to an external site.).
You may want to put days of the week here as
well, especially if your school has already set Discover Discuss Deepen Demonstrate
your synchronous and asynchronous schedules Identify digital content At this phase of the For the Deepen phase, Please consider
and resources (e.g. plan, allow students to allow students to output(s) that open
eBooks, OER, YouTube share their insights reflect on their opportunities for
videos) related to your with their peers on the experiences during the students to apply the
topic. Make sure your topic based on what previous phases knowledge and skills
students can access them they read or watched [Discover and Discuss] you intended them to
online before you meet online. This is also the of your plan. You may develop. For instance,
with them for discussion. best opportunity for give guide questions for if you want your
During this phase, you teacher-led or student- the reflection. At this students to develop
may ask your students to led inquiry, discussion, phase, you may also their critical thinking
read in advance the debate, and provide additional and collaborative
online reading collaborative activities. materials that support skills, then you can
materials. You may also [You may implement or enhance the more likely ask them
simply ask them to the activities pervious learning to work in small
watch a YouTube video asynchronously or experience of your groups [3 to 4
or to listen to a podcast. synchronously] students. [You may members] and submit
Regardless of the implement the a case report [output]
 learning activities you activities on a topic (e.g. 4Rs in
have chosen, make sure asynchronously or their locality).
that you have given synchronously]
them clear instructions
and expectations before,
during, and/or after the
activity.

Online Content/Self-Paced Learning

Do not forget to compute for the weekly TIME ON
TASK. The number of hours your students spend
on schoolwork is to be decided by your school. Add      
all the minutes they spend watching videos,
reading articles, answering assignments, as well as
the synchronous class session.

Live Conferences
Be adventurous! Do include activities and breakout
sessions in your synchronous session, and not bore
students with a never-ending Powerpoint
presentation. Refer to the sample 60-minute plan
on Descriptive writing in the Synchronous session
piece. If you have breakout rooms, remember that
moving into breakout rooms, and coming back to
the main class takes up minutes as well.

Collaboration    
Include here the expected output from students.
Make sure that the output responds to your
objectives and enduring understanding. Include
number of minutes as well. How many minutes will
they spend in the breakout room (if during synch
sessions) or in a chat amongst themselves on their
own time. These are the little minutes that we do
not have to plan for in a face to face classroom, but
need to be allotted here in ODL.

Assessment
Please do not write “take a quiz in Google
Forms.” Include the actual assessment tool(s)
here. Make sure that you are assessing
learning and responding to your objectives.
Likewise, keep assessments on the higher level
of the Bloom’s and Krathwohl & Anderson
spectrum.

Enrichment Work using Supplementary

Materials
Because we want every little thing to count,
please avoid repeating activities here. We    
encourage you to use this enrichment portion
to think of how your students can transfer
their learning onto other subject areas, or into
real life scenarios.