Designing instructional plans and materials for teaching literacy through

literature

Presentation

NOW, the teacher discusses and elaborates topics on guiding principles in

the selection (Corpuz, 2010 and academic.com) and use of strategies and variety
of assessment methods, tools and tasks (Navarro, et al., 2019).

GUIDING PRINCIPLES IN THE SELECTION AND USE OF STRATEGIES

(Brenda B. Corpuz, Ph. D. and www.academia.com)

1. Learning is an active process.

This means that we have to actively engage the learners in learning
activities if we want them to learn what we intend to teach.
Research shows:
⮚ 75% retention rates in learning by doing
⮚ 90% retention rates learning by teaching others

2. The more senses that are involved, the more and the better the learning.

3. A non-threatening atmosphere enhances learning.

 • A non-threatening and conducive classroom atmosphere is not only a
function of the classroom but more a function of the psychological climate
that prevails in the classroom.

Physical Classroom Condition

⮚ Proper Lightning
⮚ Good Ventilation
⮚ Tidiness
⮚ Order
⮚ Painting of the room

4. Emotion has the power to increase retention and learning.

⮚ Relationship among students
⮚ Rapport between students and the teacher
⮚ Personality of a teacher

Steps on how to create a positive classroom atmosphere:

a. Cultivate culture of respect.
b. Believe in our student’s capacity.
c. Make our students feel they belong to a community of learners with
shared goal or purpose.
d. Encourage more collaboration and cooperation and less competition.
e. Give allowance for mistakes.

5. Good teaching goes beyond recall of information.

Good thinking concerns itself with higher-order-thinking skills to develop
creative and critical thinking. Most teaching is confined to recall of
information and comprehension.
Teaching should reach the levels of application, analysis, synthesis, and
evaluation to hone our student’s thinking skills.

6. Learning is meaningful when it is connected to student’s everyday life.

• Abstract concepts are made understandable when we give sufficient

examples relating to students’ experiences. Teach today, ask them to copy
and memorize what we taught them. The following day we test them on
how much they have retained from what we taught yesterday.
• The meaningfulness & “answering pedagogy ”relevance of what we teach
is considerably reduced by our practice of teaching simply for testing.
 7. An integrated teaching approach is far more effective than teaching isolated
bits of information.

An instructional approach is integrated when it considers the multiple

intelligences (MI) and varied learning style (LS) of students.

8. There Is No Such Thing As Best Teaching Method

• The best method is the one that works the one that yields results.
• There is no single best method.
Factors to consider in the choice of teaching method:
a) Instructional objective;
b) Nature of the subject matter;
c) The learners;
d) The teacher; &
e) School policies.

An integrated approach incorporates successful, research –based and

brain-based instructional strategies. An integrated approach incorporates research
findings about the brain.

The ff. is some research findings cited by Patricia Wolfe:

1. Without rehearsal or constant attention, information remains in working memory

for only about 15-20seconds.This implies the need for memory aids.

2. Learning is a process of building neutral networks.-this network is formed through

concrete experience or symbolic learning and abstract learning.
3. Our brains have difficulty comprehending very large numbers because we have
nothing in our experience to ‘’hook’’ them to.
4. The eyes contain nearly 70% of the body’s sensory receptors and send millions
of signals every second along the optic nerves to the visual processing of the
brain.
5. There is a little doubt when information is embedded in music or rhyme; its recall
is easier than when it is in prose.

Brain- based strategies:

1. Involving Students in Real-life or Authentic Problem- Solving
2. Using Projects to Increase Meaning & Motivation
3. Simulations & Role plays as Meaning makers
 4. Classroom Strategies Using Visual Processing or Visuals are powerful aids in
retention as well as in understanding.
5. Songs, jingles & raps
6. Mnemonic Strategies
7. Writing Strategies
8. Active Review
9. Hands-on activities

VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS

(Navarro, Rosita L., et al., 2019)
Assessment methods can be classified as traditional and authentic. Traditional
assessment method refers to the usual paper-and pencil test while authentic assessment refers
to non-paper-and-pencil test. Authentic assessment is also called alternative assessment, it
being an alternative to the traditional

The paper-and pencil-test (traditional assessment) assesses learning in the cognitive

domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).

The paper-and-pencil test, however, is inadequate to measure all forms of learning.

Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall and
Marzano, 2012) and learning proven by a product and a performance cannot be measured by a
paper-and-pencil test.

Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-and pencil test. Basic examples of paper-and pencil tests are show in Figures 2.
 Figure 2. Two groups of Written Tests and Specific Examples

Examples of selected response type of tests are alternate response (True or False, Yes
or No, 4 or 6); matching type and the multiple choice type.

Examples of constructed type of tests are the completion type (Fill-in-blanks), short
answer, the essay test and problem solving.

Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or a performance. (Refer to figure 3).

Figure 3: Groups and Examples of Authentic Tasks

Examples of products are reports, papers, research projects, reviews.

Example of performance test are executing steps of tango, delivering a keynote speech,
opening a computer, demonstration teaching, etc.

The teacher now presents an article on EDUCATION 4.0.

Shwab described the 4th wave of the industrial revolution. The unprecedented
speed at which technology is evolving has disrupted many vital processes that involve
how we run production, businesses and consequently how we teach and learn. The
following technology trends have huge potential to transform the ways we teach and
learn (UNESCO, 2018).

1. OPEN EDUCATIONAL RESOURCES (OER). OERs are materials that can

be used for teaching and learning that do not require payment of royalties nor
 license fees. There is an abundance of OERs in the form of textbook course
materials, curriculum maps, streaming videos, multimedia apps, podcasts,
and many others. They can have a significant impact on education as they
are made available and easily accessible in the internet.
2. SOCIAL NETWORKS. Social networks have revolutionized the way we
interact, learn about things and share information. Sites and apps such as
facebook, twitter, Instagram provide a virtual venue for teachers and learners
to work together interact among themselves and with other classrooms locally
and globally.
3. MOBILE TECHNOLOGIES. Filipinos are one of the most active on the
internet, and also one who sends the most number of text messages per day.
This indicates the high number of mobile device users. These devices can
also be used as a learning tool by allowing teachers and students more
opportunities to learn inside and even outside the classroom.
4. THE INTERNET OF THINGS. IoT is a system of computing mechanisms that
become built-in into many everyday things that allow sending and receiving
data through the internet. A lot of things have turned “smart.” We have smart
cars that can interface with the internet. Watches that send our vital signs to
our doctors. All of these developments can influence the way we teach and
learn.
5. ARTIFICIAL INTELLIGENCE. Commonly, artificial intelligence is associated
when computers or machine stimulate thinking and behaviors of human such
as talking, learning, and solving problems. Virtual assistants such as Siri,
Alexa, Bixby and Google assistant are near samples of AI. Among others,
uses of IA in education can be in the areas of gamification and adaptive
instruction for learners with special needs.
6. VIRTUAL REALITY AND AUGMENTED REALITY. VR is a simulation of an
environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images from computer programs
interlay with the actual views of the real-world environment. In education,
among others, VR and AR programs and apps allow more exciting ways of
seeing and experiencing things that add to the motivation and engagement of
learners.
7. BIG DATA. Through the billions of interactions and transactions are done
electronically, and through the internet, enormous amount of data is
generated and stored. The challenge is how to make sense of this data,
through analytics and research, possibly answer pertinent questions about
how to make teaching and learning most effective.
 8. CODING. Coding is a skill necessary to create computer software, apps, and
websites. Today, there are learning programs that introduce coding activities
as early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially
when done with problem or project-based learning approaches.
9. ETHICS AND PRIVACY PROTECTION. WE HAVE repeatedly heard about
how quickly technology is changing and impacting our lives. Through all this,
it is crucial to ensure that human values and principles govern or guide our
use of technology. Ethical practices that protect that rights of every person
need to be upheld (Lucas, et al. (2020). Field Study I: Observations of
Teaching-Learning in Actual School Environment. Metro Manila: Lorimar
Publishing, Inc.

Moreover, Turgeon, et al (2017) stated that creativity is an essential 21st century

skill. Instructional designers and educators at all levels of education are increasingly
questioning themselves on how to incorporate creativity into learning activities.
On October 31, 2017, the Canadian Association of Instructional
Designers (CAID) presented its 6th series of webinar workshops entitled "Instructional
Design and Creativity". Two invited speakers contributed their point of view on this
theme:
● Margarida Romero, Director of the LINE (Laboratoire d'Innovation et Numérique pour
l'Éducation) at the University of Nice Sophia Antipolis and Professor of Educational Technology
at Université Laval
● Richard A. Schwier, Emeritus Professor of Educational Technology and Design at the
University of Saskatchewan
Workshop 1 - Digital Collaborative Creativity in Education
Margarida Romero presented the first workshop titled "Designing, Supporting and
Evaluating Co-creative Problem Solving Activities with Digital Technology."
Margarida is interested in designing learning activities that develop creativity. Echoing
Ken Robinson's TED Talk Do schools kill creativity? (2006), she questions herself on the
importance of integrating creativity into education, given that automation is becoming an
increasing part of professional tasks. In this context, creativity becomes a societal issue.
How can teachers develop creativity in a classroom-based or distance educational
context?
In the LINE framework, this issue is addressed through a complementary approach
combining educational research and teacher training. This concrete collaborative and
interdisciplinary research project is carried out with actors in the field.
In the CoCreaTIC project, the team explores how to develop co-creativity, defined as
collaborative problem-solving leading to a solution that is considered "original, relevant
and useful by a reference group." (Romero and Barberà, 2015)
 A Few Myths about Creativity
Many teachers associate creativity with the arts or certain subject matters only. They
wonder if it is possible to integrate creativity in a field like science. This is one of the
most widespread myths surrounding creativity. The #5c21 tool provides a reference
framework for developing "techno-creative" projects involving 5 distinct 21st century
skills, regardless of the subject matter:
● Critical thinking
● Creativity
● Collaboration
● Problem solving
● Informatics thinking

The 5 key 21st century skills

identified in the #CoCreaTIC
project.
In psychology, creativity is
sometimes perceived as an
individual trait that can be
measured. For Margarida
Romero and her colleagues,
creativity is not a quantifiable
skill. They believe that
creativity is a contextual
process. Thus, they rely on
the evaluation of the creative
process rather than the
appreciation of the resulting
artefact.
Given that creativity is not an individual trait, the team identifies 3 learning situations in
which creativity can be expressed:
● On an individual level, through a learner’s attitude conducive to creativity (creattitude), in the
search for solutions.
● In a team (co-creativity), where creativity can be influenced by factors such as diversity or
learning climate.
● On the part of the teacher who, based on the context or certain constraints, can
be pro-creative in his way of designing learning activities.
In some cases, digital tools can support creativity. Conversely, they can also hinder it
when used in a rigid manner. Consequently, teachers should aim for the two highest
levels on the continuum:
 The different ways of using technology in education can be categorized into 5 levels
based on their intricacy. Image from Margarida Romero’s presentation slides, a CAID
webinar presented on October 31, 2017.
How to Implement a Techno-Creative Activity in the Classroom?
Setting up a techno-creative activity may take a certain amount of time, especially to
establish a climate of trust and mutual support among students. Those who perform well
in a formal setting may be reluctant in a co-creative context. Margarida recommends
approaching this attitude in a direct way, by explaining the importance of digital
creativity. This discussion could lead students to realize that creativity is part of all fields
and could encourage them to embrace it. Adequate support has to be planned and this
time should be seen as an investment, since co-creation is a cross-curricular skill,
transferable to other contexts.
For a techno-creative activity to be successful, it has to meet certain criteria:
● Take place in a collaborative context
● Offer a creative margin, both in the process and the solution. This does not entail giving
complete freedom to the learners. The teacher provides appropriate guidelines depending on
the activity.
● Have practical use beyond the learning situation (interpellation of professionals, the wider
community or social networks).
● Present a challenge or a complex problem. Students should be able to push further than they
would individually.

Workshop 2 - Collaboration and Creative Design of Educational Tools

The second workshop, presented by Richard A. Schwier, was titled “On Becoming
Creative in Instructional Design.”
To open the discussion on the importance of creativity in education, Richard departed
from 3 propositions:
● Creativity is not a “characteristic” or “talent” people have or don’t have.
● We are all creative, even though formal schooling tends to curb creativity.
● Environments either nurture or discourage the exercise of creativity.
What are the environments that foster creativity in non-traditional design areas (such as
the humanities, social science or education)? Often, these students learn in contexts
different from those found in the fields of architectural or technological design. To offer
its students a similar experience, the Educational Technology and Design program has
turned to a studio approach that mimics the design studio environment.
Creative Collaboration in a Studio Approach
The studio approach is characterized by:
● Shared learning spaces accessible at all times
● Embedded learning and sharing of knowledge
● Formal and informal critique
● Collaborative and individual work
● Iterative development
● Public products of learning
● Community ethos

2 Examples of the Studio Approach

In order to illustrate the studio approach, Richard presented 2 examples of his own
courses in instructional design.
In his course on video design, students participated in a camp experience set in an
environment that could be considered hostile to technology.
● This facilitated the development of a community of learners as students had to work together to
solve problems.
● The instructor worked with the the students, generating a constant feedback loop.
● Participants did not merely work to be evaluated; rather, learning occurred iteratively.
● This also introduced an element of serendipity, which Richar considers crucial to creative
thinking.
In another course, Advanced Instructional Design, students collaborated in hybrid teams
to fulfill pro-bono contracts for real clients.
● Team meeting and client meetings taught students a great deal about actual client problems and
encouraged them to find solution sets.
● During the development phase, students’ work was critiqued informally.
● Students were confronted with problem-solving challenges that were less predictable and even
messy - just as in real life.
● The studio experience culminated in a final product presentation, which allowed for formal
assessment of the competency and its associated skills.
 Final product pitch in front of clients. Photos from Richard Schwier’s presentation slides,
a CAID webinar presented on October 31, 2017.
Benefits and Challenges
The studio approach offers a number of distinct benefits over more traditional
instructional methods:
● Learners are exposed to “precedent” - they have the opportunity to analyze solutions other than
their own and exchange feedback on various authentic situations.
● Scaffolding is individual instead of teacher-generated. This ensures all learners progress in a
balanced manner that is tailored to their needs and context.
● Exceptional learning happens because students get to know the problem, the clients and each
other very well. This leads them to realize that, as instructional designer, engaging deeply in the
project paves the way for innovative solutions.
As any instructional method, the studio approach comes with its lot of challenges:
● Having easy and continuous access to a collaborative space may be difficult in an institutional
setting. Online platforms address the problem of access, but may be less conducive to authentic
collaboration.
● A lot of energy is required from everyone involved. Teachers need to carefully consider project
planning and management, while students need to fully invest themselves in team collaboration.
● A lack of standardization may leave certain students insecure, while requiring a lot of flexibility
and adaptation from the instructor.