SESSION 8

Putting Together a Standards-based

Unit Learning Plan for the
School’s Modality
 bjectives:
1. Design Unit Learning Plan following design protocol and in line with
school’s modality.
2. Identify components of standards-based learning plan.
3. Discuss specific writing styles of learning plan based on modality.
4. Examine examples of EFDT parts of learning plan according to modality.
5. Critique examples of unit plans in line with a modality.
6. Present subject and modality-based examples of Unit Learning Plan.

RAPATAN2021
Students on their own and in the
long run will be able to apply basic
concepts of trigonometry in
TRANSFER
creating models of real-life
Project
problems involving inaccessible Proposal
distances that will serve as basis for PERFORMANCE
making decisions.
STANDARD

TRANSFER GOAL The learner is able to apply the

concepts of trigonometric ratios to
PERFORMANCE TASK
Theand
formulate student is ableproblems
solve real-life to
with precision and accuracy.
illustrates the six trigonometric ratios: sine,
cosine, tangent, secant, cosecant, and EQ: How can inaccessible distances
cotangent (M9GE-IVa-1) and heights be determined?
finds the trigonometric ratios of special
angles (M9GE -IVb-c-1)
illustrates angles of elevation and angles of
UNIT TOPIC EU: Students will understand that
the basic concepts of trigonometry
depression (M9GE-IVd-1) determine inaccessible distances
illustrates laws of sines and cosines (M9GE- and heights.
IVf-g-1)
The learner demonstrates
understanding of the basic
concepts of trigonometry.
ACQUISITION MAKE MEANING
CONTENT
STANDARD

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 BLENDED/ONLINE PRINTED MODULAR

HOW DO YOU PREPARE A LEARNING PLAN BASED ON SCHOOL MODALITY?

WHAT DOES PEAC RECERTIFICATION REQUIRE?

PEAC INSET 2017

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 LEVELS OF STUDENT ENGAGEMENT WITH PRINTED MODULE

1 2 3 4
AVOIDING ASSISTED SELF- ADVANCED
STUDY STUDY STUDY STUDY

Does not show Works on module Works on module -Works on module

interest in with much with minimal or no with minimal or no
working on help from adult help from adult help from adult
module. Supervisor. supervisor. supervisor
-Seeks out additional
information aside
from module content.

PEAC INSET 2017

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 IMPORTANT CHARACTERISTICS OF SELF-INSTRUCTION MODULAR MATERIALS
(Chaudary; Thompson, 2003)

SELF-CONTAINED: complete with standards, objectives,

activities, procedures, assessments, exercises, materials and
SELF- SELF-
feedback form, answer sheets and answer keys
CONTAINED DIRECTED
SELF-DIRECTED: directions are clear; students are able to follow
directions on their own
SELF-MOTIVATING: activities and readings are interesting;
SELF- students see importance of doing work
SELF-
MOTIVATING EXPLANATORY SELF-EXPLANATORY: gives overview of entire module;
comments given about readings; terms are defined and
highlighted; illustrations of key ideas are provided; real life
examples are given; graphic organizers are used to show how
ideas are related; student does not need to consult others
SELF- SELF- SELF-LEARNING – step-by-step procedures are given and easy to
LEARNING EVALUATING
follow; students write their realizations or misconceptions they
corrected
SELF-EVALUATING: formative checks for understanding;
practice exercises with answer keys are given; checklists/rubrics
for outputs are given; students give feedback on the module
PEAC INSET 2017
http://egyankosh.ac.in/bitstream/123456789/43744/1/Unit-1.pdf
about the clarity and difficulty level (e.g., use emojis)
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 EFFECTIVE WRITING STYLE OF PRINTED DISTANCE ED. MATERIALS (Rowntree, 1994)

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case studies.
14. Observe inclusive language.
15. Provide practice by having students mark text or label
pictures.

PEAC INSET 2017 http://pu.edu.pk/images/journal/ier/PDF-FILES/7_38_2_16.pdf

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 CRITIQUE THE WRITING STYLE ACCORDING TO THE CHECKLIST.

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case
studies.
14. Observe inclusive language.
15. Provide practice by having students mark
text or label pictures.
PEAC INSET 2017
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 ORIGINAL AND REVISED PRINTED MODULE VERSIONS

Trigonometric Relationships
There are six trigonometric ratios:
1. Sine 4. Cosecant
2. Cosine 5. Secant
3. Tangent 6. Cotangent
These six trigonometric ratios are abbreviated as sin, cos,
tan, csc, sec, cot.
These are referred to as ratios since they can be expressed
in terms of the sides of a right-angled triangle 𝜃.
PEAC INSET 2017
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 SAMPLE REVISED WRITING STYLE ACCORDING TO THE CHECKLIST.

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
Trigonometric Relationships 10. Use short paragraphs.
There are six trigonometric ratios: 11. Use rhetorical or reflection questions.
1. Sine 4. Cosecant 12. Dramatize wherever possible.
2. Cosine 5. Secant 13. Use illustrations, real life examples, and case
3. Tangent 6. Cotangent studies.
These six trigonometric ratios are abbreviated as sin, cos, tan,
14. Observe inclusive language.
csc, sec, cot.
These are referred to as ratios since they can be expressed in
15. Provide practice by having students mark
terms of the sides of a right-angled triangle 𝜃. text or label pictures.
PEAC INSET 2017
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 Employ active learning and
problem-solving pedagogies

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 TEACHER-STUDENT ENGAGEMENT

AmyPEAC
Berry,INSET
20202017
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PEAC INSET 2017
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 INSTRUCTIONAL STRATEGIES FOR EFFECTIVE TECHNOLOGY INTEGRATION:
1. Active learning
2. Group work
3. Immediate and Individualized
feedback
4. Link to real-world situations
5. Varied interactive exercises
6. Online discussion
7. Replayable content
8. Use of metacognitive/
reflection questions
9. Scenario-based tasks
10. Authentic performance tasks
11. Inquiry-oriented/
https://www2.ed.gov/rschstat/eval/tech/evidence-based-
practices/finalreport.pdf
Problem solving tasks
14
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 KIRALY: “…the medium itself is not necessarily what increases the effectiveness of
learning- it is the effective use of online tools.”
22 May 2021
PEAC INSET 2017
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HOW MANY OF THESE STRATEGIES ARE USED IN TEACHERS’ DESIGN OF ONLINE LEARNING?

22 May 2021
PEAC INSET 2017
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 WRITING STYLE OF
ASYNCHRONOUS ONLINE LEARNING MATERIALS
1.Provide overview of purpose, scope of content and expected output.
2.Write in a conversational tone. Use “you” when addressing students.
3,Divide material in parts in line with the school’s learning process framework. Use the
components of this framework or stages of process as the subsection headings or titles
of the material’s different parts.

4.Indicate the competency being addressed and write activities and

assessments aligned with the competency.

5.Give clear and easy to follow directions for activities. Activities should have a
resource or material and questions for students to answer to enable them to
process the information.

6.Provide screenshots of materials, esp. Websites (including their titles and clickable
URL addresses). Test that links are active.

7.Check that Website resources which require students to answer provide

immediate feedback to student actions, decisions or choices.

8.Provide varied formative assessments and at the end, ask students to reflect on
the lesson and comment on how helpful the material was.

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HOW WOULD YOU TURN THIS INTO AN ONLINE LEARNING MATERIAL? USE THE STYLE GUIDE.

PEAC INSET 2017

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 ORIGINAL AND REVISED ONLINE TEXT

Trigonometric Relationships
There are six trigonometric ratios:
1. Sine 4. Cosecant
2. Cosine 5. Secant
3. Tangent 6. Cotangent
These six trigonometric ratios are abbreviated as sin, cos, tan, csc,
sec, cot.
These are referred to as ratios since they can be expressed in terms
of the sides of a right-angled triangle 𝜃.

Click on Play in the picture to watch a video about Trigonometric

Relationships. Then click here for practice.
PEAC INSET 2017
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 SAMPLE CONVERTED ONLINE LEARNING MATERIAL USING THE STYLE GUIDE.

PEAC INSET 2017

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 ONLINE TEACHING AND LEARNING

- Zach Groshell

ASYNCHRONOUS SYNCHRONOUS

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TEACHER ACTIONS IN SYNCHRONOUS TEACHER ACTIONS IN ASYNCHRONOUS
Provide orientation on requirements Prepare and upload interactive learning material for students
to work on

Hold a videoconference with students Provide feedback to students regarding their work in multiple
to gather ideas or suggestions ways by commenting, posting or making announcements

Provide individualized feedback to students Record instructions for or demonstration on complex tasks
regarding their performance

Conduct error correction or tutorial to identified Monitor engagement and progress of students, particularly with
students addressing learning difficulties the help of a learning analytics system

Validate with identified students the Provide tutorial or enrichment materials based on results of
authenticity of their work students’ assessments

Interview and coach students regarding learning progress

or difficulties

RAPATAN2020
 POSSIBLE COMBINATIONS OF SYNCHRONOUS AND ASYNCHRONOUS SESSIONS

MODEL M Tu W Th F
1 S S S S BREAK
2 S S BREAK S S
3 A A A A BREAK
4 A A BREAK A A
5 S A A A S
6 S A BREAK S A
7 S A BREAK A S
8 S (orientation)/ S (orientation)/ S (orientation)/ S (orientation)/ S (whole class)
A (whole class) A (whole class) A (whole class) A (whole class)
9 S (orientation)/ S (orientation)/ BREAK S (tutorial)/ S (consultation)
A (whole class) A (whole class) A (non-tutorial)
10 S (orientation)/ S (tutorial)/ S (tutorial)/ S (tutorial)/ S (consultation)
A (whole class) A (non-tutorial) A (non-tutorial) A (non-tutorial)

PEAC INSET 2017

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 SEMI-SYNCHRONOUS SESSION

ASYNCH.

ASYNCH.

SYNCH.
PEAC INSET 2017
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 Doug Lemov , 2020

PEAC INSET 2017 https://teachlikeachampion.com/blog/some-handy-tools-for-building-student-engagement-in-online-classes/

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PEAC INSET 2017
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 TEACHER-STUDENT ENGAGEMENT

PEAC INSET 2017

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 SAMPLE SCHOOL TEMPLATE FOR DESIGNING INSTRUCTIONAL MATERIALS

HOW DOES THIS TEMPLATE CONTRIBUTE TO THE STUDENTS’ DEVELOPMENT OF 21st CENTURY SKILLS?

PEAC INSET 2017

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 SAMPLE PARTS AND SEQUENCEOF
STANDARDS-BASED UNIT LEARNINGPLAN

BLENDED/ONLINE MODALITY

FIRM UP DEEPEN TRANSFER

EXPLORE

ESSENTIAL MAKE TRANSFER

ACQUISITION
QUESTION MEANING

MNEMONIC CLOSE READING PERFORMANCE TASKS:

NOTE-TAKING OPEN-BOOK 1 OR DIFFERENTIATED PRODUCT
STRATEGIES ACTIVE LEARNING CLAIM-EVIDENCE-REASONING MODALITY-BASED PRODUCT
GRAPHIC ORGANIZER GUIDED GENERALIZATION INTEGRATED PRODUCT
DESIGN THINKING
VISUWORD BOOK WISGET KAMI PHET
NEWSELA ILLUMINATIONS
TECHNOLOGY THINGLINK KAHOOT
INSERT LEARNING
WEB 2.0
ZITEBOARD COGGLE
PLAYPOSIT EDPUZZLE HYPOTHESIS
GRAPHIC ORGANIZER MAKER NOWCOMMENT
 Introduce the EQ
Elicit prior knowledge through a specific map of conceptual change (choose one):
• KWHL
• Anticipation-Reaction Guide
• Initial-Revised-Final (IRF)
• Background Knowledge
• Before and Now
• Inside/Outside the Box

PEAC INSET 2017

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PRINTED: EXPLORE

Provide Hook activity

Introduce the EQ

Elicit prior knowledge through a

specific map of conceptual change.

LM GR9 Q4 p 1
ONLINE: EXPLORE

https://padlet.com/vlwqromerde/2pj4hu0oj1mp7gdh
INSTRUCTIONS:
PEAC INSET 2017
Click on the link or scan the QR code to go to the site. Think about the questions posted and answer by clicking the + sign.
25 July 2020

RAPATAN2020
EXPLORE Sample Map of ConceptualChange

LM GR9 Q4 p 8
EXPLORE Sample Map of ConceptualChange
ANTICIPATION-REACTION GUIDE
EXPLORE Sample Map of ConceptualChange
IRF CHART
EXPLORE Sample Map of ConceptualChange

Initial Answer

Revised Answer

Final Answer
EXPLORE Sample Map of ConceptualChange
BACKGROUND KNOWLEDGE
EXPLORE Sample Map of ConceptualChange
BEFORE & NOW
EXPLORE Sample Map of ConceptualChange
INSIDE/OUTSIDE THE BOX
 ELICITING
PRIOR
KNOWLEDGE
ONLINE

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 PADLET WALL

ELICITING PRIOR
KNOWLEDGE
ONLINE

POLL JUNKIE
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 Provide activities with instructions and questions and assessments related to Acquisition
knowledge and process skills and competencies
Follow-up on EQ

PEAC INSET 2017

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PRINTED: FIRM UP

Provide activities and

assessment related to
acquiring knowledge and
process skills and
competencies
Follow-up on EQ

LM GR9 Q4 p 41
ONLINE: FIRM UP
LC:
Illustrates the six
trigonometric ratios: sine,
cosine, tangent, secant,
cosecant, and cotangent.
Procedure:
In this activity we get to illustrate
the six trigonometric ratios. Open the link
provided and look for the button at the
lower left. To begin the activity, press this
button.
Listen attentively to the video
presentation. Answer the question/s that
will pop-out. Press to continue
watching the video after answering the
question/s.

Access Link:
https://app.playpos.it/player_v2?type=shar
e&bulb_id=1261414&lms_launch=false
PEAC INSET 2017 25 July 2020

RAPATAN2020
 • Have students analyze and make meaning of different texts or problems with C-E-R and
close reading
• Follow up on EQ and have students develop EU in a Guided Generalization

PEAC INSET 2017

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CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD

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Back to checklist
ONLINE:
MAKING DEEPEN
MEANING
ONLINE: DEEPEN
 Provide GRASPS Performance Task, scaffolds to accomplish it and rubric.
Show again map of conceptual change and ask students to answer next parts.
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation of learning.
PEAC INSET 2017
RAPATAN2021
PRINTED: TRANSFER
Provide GRASPS Performance Task,
scaffolds to accomplish it and
rubric
Show again map of conceptual change
and ask students to answer next parts
Do values integration in line
with school mission/vision
and core values.
Provide closure and self-evaluation
of learning.
A certain municipality experiences poor to
no internet connection. Due to the demand for
internet connectivity nowadays, the Chief
Executive Officer of a well-known Internet Service
Provider plans to address the internet connectivity
issue of the municipality. As the engineer of the
company, you are to recommend the best location
and appropriate height of the tower considering
the different conditions where the towers will be
built. Your project proposal will be evaluated based
on accuracy, practicality, mathematical
justification, and presentation.
PRINTED: TRANSFER SCAFFOLD FOR TRANSFER

Project Proposal
A certain municipality
experiences poor to no internet
connection. Due to the demand
for internet connectivity
nowadays, the Chief Executive
Officer of a well-known Internet
Service Provider plans to address
the internet connectivity issue of
the municipality. As the engineer
of the company, you are to
recommend the best location and
appropriate height of the tower
considering the different
conditions where the towers will
be built. Your project proposal
will be evaluated based on
accuracy, practicality,
mathematical justification, and
presentation.
PRITNED:TRANSFER

Demonstrate knowledge,
skills, and understanding in
GRASPS task
Provide differentiated GRASPS
task
Revisit map of conceptual
change
Reflect and do values
integration
Provide closure

LM GR9 Q4 pp. 99
PRINTED: TRANSFER
VALUES INTEGRATION

LM GR9 Q4 p.102
39
PRINTED: TRANSFER

LM G98 Q4 p. 58
33
PRINTED: TRANSFER

I can…
I can sketch and illustrate the
given situation to find the
unknown quantities.
I can describe the concepts
of angle of elevation and
depression.
I can determine the height of
structures using concept of
trigonometry.
I can apply the appropriate
concept of trigonometry to
solve for the unknown
quantity.
I can find solution to real-life
problems involving concepts
of trigonometry
I can make a report based on
the result of the
computations.
32
TRANSFER ONLINE: TRANSFER
TRANSFER GOAL: Students on their own and in the long run will be able to apply basic
concepts of trigonometry in creating models of real-life problems involving inaccessible
distances that will serve as basis for making decisions.

PERFORMANCE TASK: A certain municipality experiences poor to no internet connection.

Due to the demand for internet connectivity nowadays, the Chief Executive Officer of a
well-known Internet Service Provider plans to address the internet connectivity issue of
the municipality. As the engineer of the company, you are to recommend the best
location and appropriate height of the tower considering the different conditions where
the towers will be built. Your project proposal will be evaluated based on accuracy,
practicality, mathematical justification, and presentation.
22 May 2021
PEAC INSET 2017
RAPATAN2020
ONLINE: TRANSFER

Creating the final output using Visme.co and Geogebra Application

The project proposal

will be presented
using Visme
application.
To illustrate and accurately determine the
PEAC INSET 2017
height of the tower, Geogebra will be used.
 STEP-BY-STEP PROCESS on HOW to do the PERFORMANCE TASK

Step 1. Click on the Step 1

Visme app at
https://www.visme.co/
Step 2. Once logged-in,
click create to start
Step 2
doing your project
Step 3. Click Step 3

presentation then
choose your desired
template.
 STEP-BY-STEP PROCESS on HOW to do the PERFORMANCE TASK

Step 4. Insert images

related to your presentation
by clicking photos. You have
an option whether to
upload pictures or select
from the available images.
STEP-BY-STEP PROCESS on HOW to do the PERFORMANCE TASK

Step 5. The illustration

can be created accurately
using the Geogebra
application.
 STEP-BY-STEP PROCESS on HOW to do the PERFORMANCE TASK

Step 6. Once finished with

all the necessary
information and details,
you can now present your
work by clicking ‘Present’.
You can also share or
download your
presentation.
 HOW WILL WE KNOW IF OUR LEARNING PLANS ARE READY FOR
PEAC RECERTIFICATION?

25 July 2020 41
PEAC CERTIFICATION ASSESSMENT INSTRUMENT

IN THE LEARNING PLAN, WE WILL SEE…

Standards stated at start of plan.

Procedures related to A, M, and T. Plan

ends with Performance Task.
Activities and strategies done in procedures
describe student actions more than teacheractions.
Less teacher talk, more student interaction.

• Values integration with Vision-Mission

• Activities and questions related to 7Cs
• Activities and questions related to social issues
and community events
• Activities and questions connecting to other
subjects
Activities that are differentiated or show use of multiple
intelligences; choice in roles or products in performance
task
Use of multimedia and other apps to present
lesson or produce student output
 PEAC CERTIFICATION ASSESSMENT INSTRUMENT

Long tests show combination of selected and

constructed response questions.
Rubrics are used for performance tasks.
Formative assessments are spread out.

Remedial activities for students.

PEAC 2020