Mindanao State University

College of Education
Secondary Teaching Department

Instructor: PROF. ROSENIYA G. TAMANO

Name of Student: __________________________

ID Number: __________________________
Email Address: __________________________
Date of Submission: __________________________
Course Title: Technology for Teaching and Learning 2 (Technology of Language Education)
Course Code: ELE141
Pre-requisites: CPE107, ELE124
Course Description: This is a 3-unit course which will focus on the application, design, production,
utilization, and evaluation of Information and Communications Technology (ICT)
materials for teaching and learning in English Language Education Programs. The major
requirement for this course is an ICT-integrated and Project-based Learning Plan
aligned to the K to 12 curriculum. All the learning activities and course requirements
will revolve around the student-teacher developed Learning Plan

Course Outcomes: Upon completion of the course, the students are expected to do the ff:
1. use ICT to develop 21st century skills: effective communication skills – viewing, listening, speaking,
reading and writing skills,
2. develop project/problem-based/inquiry-based collaborative plans and activities using ICT tools,
3. use open-ended tools to support the development of the project-based collaborative activities in
subject specific application
4. produce learning resources using technology tools in English subject areas
5. evaluate the relevance and appropriateness of ICT tools and resources based on the learning context,
and
6. use technology tools to collaborate and share resources among communities of practice

Course Requirements and Grading System:

50% - e-portfolio
40% - Outputs
10% - Attendance (online meeting through Zoom or Google meet)
_________________
100%

ABOUT THE INSTRUCTOR:

Name: Prof. Roseniya G. Tamano

Email address: roseniya.tamano@msumain.edu.ph
Bionote: Ma’am Tamano or Ma’am Niya, you may call her, is a faculty member of the Secondary
Teaching Department of the College of Education. She holds a degree in Secondary Education major in English
from University of Perpetual Help System DALTA, Las Pinas City; a master’s degree in Teaching English Language
from De La Salle University-Manila; and currently taking her Doctor of Philosophy in Language Studies from
Mindanao State University-Marawi campus. A Licensed Professional Teacher, her journey to teaching began
with a tutorial job in an English center for Korean Students in Las Pinas City. She then taught in the Elementary
Department of her College Alma Mater for a year, and was an English Junior High School teacher in DepEd Las
Pinas for four years prior to her transfer to MSU-Marawi in 2014. She is a published researcher and textbook
author.
IMPORTANT REMINDERS. PLEASE UNDERSTAND THEM THOROUGHLY!!!

Guidelines and Policies:

1. The Course Module should be personally printed by You and answers should be handwritten. If you
wish to have encoded answers, you may do so by printing it and then attaching it next to the
Task/Activity you are answering.
2. Submission of the Course Module with the answers will be Online soft copy. You may apply any
means to be able to submit a softcopy of it.
3. There will be online meeting through Google meet, once every two weeks. Keep posted with some
announcements through SMS or GC.
4. Mark your calendar on the following specific dates of our online meeting which can be found in the
Course Module. These dates are subject to availability of faster internet connection of the
host/instructor and will not be hampered by electricity, or subject to changes based from
memorandum of the University.
5. Students/You are required to have a mobile data e-load for at least once every two weeks to be able
to participate and have your attendance in the online classes/meetings. You may avail of the Smart or
Globe's 50 pesos mobile data load. In Smart, you can subscribe to their GIGA WORK for as low as 50
pesos, valid for 3 days.
6. There will be prelim and midterm oral examinations through phone calls or Google Meet. So make
sure that you were able to give your contact number to your instructor. These oral examinations will
measure your level of understanding and learnings from the Course Module, Audio/Video lectures,
online meetings, and other learning resources provided for you.
7. To pass the subject, get a 70% total grade average.
8. For consultations or any queries from the instructor, leave her a Personal Message on FB Messenger.

Other reminders:

1. STRICTLY NO ERASURES. Answers to objective tests in this course module will be checked during
online meetings. However, answers with erasures will be considered zero (0) or wrong answer.
2. If the spaces provided for your answers to the activities are not enough, you may use an extra sheet
of paper and attach it to the Module.
3. PLEASE BE HONEST. Fear the wrath of God, Allah subhana wa taala. Be a teacher with conscience and
develop the habit of integrity and honesty. Remember, it is better to be open and honest with your
mistakes and get a failing grade in the quiz than get a perfect score yet, Angels and your eyes mock
you. Take MISTAKES as opportunity to LEARN.
 CALENDAR OF ACTIVITIES FOR ELE141
• Complete the table below according to the order of learning contents and activities in the syllabus and
the date you have accomplished each of them.

Time Learning Learning Activities (what did you do) Self-Check Remarks
Duration Contents (e.g. Done/Accomplished and then
the date)
Week 1

Week 2

Weeks 3-4

Weeks 5-6

Weeks 7-
10

Week 11

Weeks 12 -
13

Weeks 14-
15

Final
weeks
E-portfolio 1:

1. Matrix of the Units/Competencies from the Curriculum Guide and the 21st century communications
skills and ICT tools

Units/Competencies from the 21st Century Communication Skills ICT tools to enhance the
Curriculum Guide (give at least acquisition of those skills
five)
 2. Give five sample of learning activities that integrate 21 st century communication skills

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio: 2
Sample learning/lesson plan in English.
_____________________________________________________________________________
I. Objective:
• Make inferences.

Value: Love for nature

II. Subject Matter:

Making Inferences

References: BES 6 TM, pp 122-123

Developing Reading Power 6, pp. 175-176

III. Learning Activities:

A. Preliminary Activities:
1. Drill
Pronunciation Lesson
Read the following conversation with correct phrasing and tone of voice.
Bob and Jane meet each other on the street.
Jane: Hello. How are you?
Bob: Just fine, thank you. How are you?
Jane: Fine thanks.
Bob: Where are you going?
Jane: I am going to the store.Where are you going?
Bob: I am going to the store, too
Jane: What are you going to buy?
Bob: I am going to buy some milk. What are you going to buy?
Jane: I am going to buy some bread.
Bob: Let’s go together.
Jane: Alright
B. Activity Proper:
1. Motivation
Have you watched the movie “Finding Nemo”?
(Tell the summary of the story if the pupils do not know the story of Nemo)
What can you say about him?
Was he a good fish? What lesson did you learn from that movie?
(Tell the class that the story they will hear is somehow related to that movie.)
2. Unlocking of Difficulties
Use of context clues
a. disappointed d. stuck
b. swallow e. tossed
c. tug f. struggled
3. Presentation
The teacher reads the short selection found on page 175-176 of Developing Reading Power.
4. Discussion
a. What could have happened to Baby Fish?
1. It was eaten by a shark.
2. It was caught in a net.
3. It was caught on a fishing rod.
b. Why do you think the shrimp was stuck in its mouth?
1. The shrimp was sticky.
 2. The shrimp was smooth.
3. The shrimp was a bait on the hook.
c. Do you think the baby Fish enjoyed his trip to the land?
1. Yes 2. No 3. Perhaps
d. Why did Mother Fish allow Baby Fish to go?
1. Because Baby Fish got angry.
2. Because Baby Fish did not eat and play.
3. Because Baby Fish did not sleep
e. What do you think will Mother Fish do after the incident?
1. Mother will look for Baby Fish.
2. Mother will go away.
3. Mother will kill the fisherman.
C. Exercise/Assimilation:
Listen to the selection and be able to answer the questions that follow.

1. What do you think did Pete catch?

a. A big fish b. a water weed c. a big turtle
2. What kind of fisherman was Pete?
a. He was a good fisherman.
b. He was an old fisherman.
c. He was an impatient fisherman.
3. What did Pete do?
a. went away
b. threw his fishing line again in the water.
c. sat on the river bank
D. Generalization:
What is an inference?
E. Application:
Listen to the selection and answer the questions.

1. Why do you think Charlie leaped and shouted in pain?

a. The dog caressed him.
b. He was bitten by the dog.
c. He stepped on a broken bottle.
d. He had a headache.

2. Why could the dog not walk?

a. It was weak
b. It was tied to a Balete tree.
c. It has no legs.
d. Its forelegs might have been sprained.
3. Do you think Charlie brought the dog home for a pet?
a. Yes b. No c. Perhaps

IV. Evaluation:
Listen to the selection and answer the test items that follow. Write the letter only.

Answer the following questions.

1. Why do you think Ivy helped AlingDely in her store?
a. To know more people c. to live with AlingDely
b. To earn money d. to go back to school
2. What do you think is the occasion for buying a present for her mother?
a. Birthday b. baptism c. wedding d. confirmation
3. Why do you think Amy accompanied her mother to the hospital?
a. To visit a friend c. she works in the hospital
b. Because she is sick d. her mother is a nurse
4. What could be AlingDely’s reason for offering Ivy to go back to school? Ivy is ___________
a. Intelligent b. studious c. responsible d. lazy
5. From the story, do you think Ivy will go back to school?
a. No b. Yes c. Maybe

V. Assignment:

Write sentences telling inferences.

-----------------------------------------------------------------------------------------------------------------
1. Make an annotation/commentary on how some ICT tools may enhance the above example of lesson plan
in English.

2. From the K to 12 English curriculum guide, choose which specific unit/weekly lesson you can work on for
your unit learning plan which should be ICT-integrated. And then explain how ICTs will enhance the
development of 21st century communication skills in the curriculum guide.

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 3:
P R O J E C T -B A S ED L E A R NI N G
Project-Based Learning vs. Problem-Based Learning vs. X-BL
By John Larmer
January 6, 2014 Updated July 13, 2015
At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____ -
based learning" we've run across over the years:
• Case-based learning
• Challenge-based learning
• Community-based learning
• Design-based learning
• Game-based learning
• Inquiry-based learning
• Land-based learning
• Passion-based learning
• Place-based learning
• Problem-based learning
• Proficiency-based learning
• Service-based learning
• Studio-based learning
• Team-based learning
• Work-based learning
. . . and our new fave . . .
• Zombie-based learning (look it up!)

Let's Try to Sort This Out

The term "project learning" derives from the work of John Dewey and dates back to William
Kilpatrick, who first used the term in 1918. At BIE, we see project-based learning as a broad
category which, as long as there is an extended "project" at the heart of it, could take several
forms or be a combination of:
• Designing and/or creating a tangible product, performance or event
• Solving a real-world problem (may be simulated or fully authentic)
• Investigating a topic or issue to develop an answer to an open-ended question

So according to our "big tent" model of PBL, some of the newer "X -BLs" -- problem-, challenge-
and design-based -- are basically modern versions of the s ame concept. They feature, to varying
degrees, all of BIE's Essential Elements of PBL, although each has its own distinct flavor. (And by
the way, each of these three, along with project-based learning, falls under the general category
of inquiry-based learning -- which also includes research papers, scientific investigations, Socratic
Seminars or other text-based discussions, etc. The other X-BLs might involve some inquiry, too,
but now we're getting into the weeds . . .)

Other X-BLs are so named because they use a specific context for learning, such as a particular
place or type of activity. They may contain pro jects within them, or have some of the 8 Essenti al
Elements, but not necessarily. For example, within a community - or service-based learning
experience, students may plan and conduct a project that improves their local community or helps
the people in it, but they may also do other activities that are n ot part of a project. Conversely,
students may learn content and skills via a game-based or work-based program that does not
involve anything like what we would call a PBL -style project.
Problem-Based Learning vs. Project-Based Learning

Because they have the same acronym, we get a lot of questions about the similarities and
differences between the two PBLs. We even had questions ourselves -- some years ago we created
units for high school economics and government that we called "problem-based." But we later
changed the name to "Project-Based Economics" and "Project-Based Government" to eliminate
confusion about which PBL it was.

We decided to call problem-based learning a subset of project-based learning -- that is, one of the
ways a teacher could frame a project is "to solve a problem." But problem -BL does have its own
history and set of typically-followed procedures, which are more formally observed than in other
types of projects. The use of case studies and simulations as "problems" dates back to medical
schools in the 1960s, and problem-BL is still more often seen in the post-secondary world than in
K-12, where project-BL is more common.

Problem-based learning typically follow prescribed steps:

1. Presentation of an "ill-structured" (open-ended, "messy") problem

2. Problem definition or formulation (the problem statement)
3. Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we
need to know")
4. Generation of possible solutions
5. Formulation of learning issues for self-directed and coached learning
6. Sharing of findings and solutions
7.
If you're a project-BL teacher, this probably looks pretty familiar, even though the process goes
by different names. Other than the framing and the more formalized steps in problem -BL, there's
really not much conceptual difference between the two PBLs -- it’s more a question of style and
scope:
Image Credit: John Larmer

A Note on Math and the Two PBLs

Teachers at some K-12 schools that use project-BL as a primary instructional method, such as
the New Technology Network and Envision Schools, have begun saying that they use problem -BL
for math. Especially at the secondary level, teaching math primarily through multi-disciplinary
projects has proved challenging. (Not that occasional multi-disciplinary projects including math
are a bad idea!) By using problem-BL, these teachers feel they can design single-subject math
projects -- aka "problems" -- that effectively teach more math content by being more limited in
scope than many typical project-BL units. Tackling a "problem," for example, may not involve as
much independent student inquiry, nor the creation of a complex product for presentation to a
public audience.

How Does This Tale of Two PBLs End?

One could argue that completing any type of project involves solving a problem. If students are
investigating an issue -- say, immigration policy -- the problem is deciding where they stand on it
and how to communicate their views to a particular audience in a video. Or if students are building
a new play structure for a playground, the problem is how to build it properly, given the users'
wants and needs and the various constraints of safe, approved construction. Or even if they're
writing stories for a book to be published about the Driving Question "How do we grow up?", the
problem is how to express a unique, rich answer to the question.

So the semantics aren't worth worrying about, at least not for very long. The two PBLs are really
two sides of the same coin. What type of PBL y ou decide to call your, er . . . extended learning
experience just depends on how you frame it. The bottom line is the same: both PBLs can
powerfully engage and effectively teach your students!

Source: https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Samples of PBL for English Language

http://www.envisionprojects.org/pub/env_p/78.html
https://www.learningreviews.com/english-project-based-learning-examples-ideas-pbl

------------------------------------------------------------------------------------------------------------------------------------------------
1. A. Concepts on problem and project-based learning.
 B. Technology tools that used in the sample PBL learning plans that you downloaded/read online,
describe how these tools were used to achieve the competencies intended.

2. Explain in paragraph/s the difference between Problem and Project Based Learning. Give specific example.

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 4
1. Answer the following questions:
a- what are the parts of the learning plans?
b- describe the contents of each part
c- which part of the learning plans where elements of problem/project-based learning should be
integrated?
d- bring out your sample DepEd lesson plan, identify the main learning activity that will require
students to do inquiry activities or create projects. Which part of LP is this found?
e-compare the DepEd learning plan and the UNESCO Learning Plan Assessment tools, how are they
differ and similar?
 2. Using the same group, developed a learning plan template guided by the examples from DepEd (to be
submitted in the Google classroom)

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 5
1. Project Idea for the group’s unit plan

2. ICT tools to be integrated in the group’s unit plan

*The MISMO worksheet should be saved in PDF file and submit in the Google classroom

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 6
1. Annotations about self-group assessment

2. Annotations about the peer-group assessment

3. Annotations will be saved in PDF file and submit in the Google classroom in order for other groups to
know the feedbacks given to them
E-portfolio 7
1. Notes from your readings and viewing about digital storytelling using claymotion/stop motion
animation

2. Demonstration writing of Step by Step Procedures in making Digital Story Telling (put picture in each
step)
3. Your answers to Guide Questions
a. how can you help your future students accomplish student projects like digital storytelling?
b. What is the role of scaffolding in learning?
c. Why is finishing a require task important in realizing the competencies set for the unit/weekly lesson?
d. What is the use/s of spreadsheet in teaching English language? Review your group’s chosen unit for your
unit plan and see the possibility of including the spreadsheet as part of the project idea to be implemented in
your unit plan.
E-portfolio 8
1. Comparative table with short synthesis for human resources and non-human resources
2. List of technology with the justification of its possible integration in their unit plan. Include the
specific macro skills that can be developed in each technology tool.
Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 9
1. In short paragraph, answer the question: What is the importance of choosing the right tools for your Unit
plan?

• Characteristics of good instructional tools:

• Examples of technology-based IMs

2. Group’s Checklist/Rubric for choosing the appropriate IMs and technology tools for teaching (to be
submitted in the Google Classroom and individual copy for each member)

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 10

1. Checklist or Matrix of characteristics of digital and non-digital resources and their examples

2. Your answer to the scenario indicated in the Course Syllabus (p. 7)

3. Other factors to consider in determining the relevance and appropriateness of digital and non-digital
resources

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)

‘
E-portfolio 11
1. (by pair or triads) Create an assessment tool (e.g. a rubric, rating scale, or a checklist) for evaluating
digital and non-digital resources

2. Screenshot your Facebook post about your experience in creating and validating your own tool
3. Write an annotation or commentary on the revisions that you did in your Unit plans.

4. Explain the procedures of your chosen collaborative learning activity.

*Revised/Updated learning plan incorporating the collaborative activity

Reflection: (say something about the lessons you learned, how you learned it, the challenges you
encountered in doing the activities, how you overcome it and other realizations)
E-portfolio 12

1. Submit in the Google Classroom or personally submit your pre-recorded video microteaching

2. In-dept Reflection on the microteaching implementing your learning plan (see your syllabus for detailed
guidelines)