2021 - 2022

COLLEGE OF
EDUCATION
COURSE MODULE IN

TECHNOLOGY
FOR
TEACHING
AND
LEARNING 1

COURSE FACILITATOR: JONAH DEE B.

GREGORIO, MEd
FB/MESSENGER: Jonah Dee R. Baltazar
Email: jonahdee.gregorio@deped.gov.ph
Phone No: 09120529310
3
MODULE
 VISION

Northern Negros State College of Science and technology envisions a skillful and productive

manpower, qualified and competent professionals endowed with leadership qualities, commitment to

public service, a common shared values, and capacities to integrate and use new knowledge and skills in

various vocations and professions to meet the challenges of the new millennium.

MISSION

To train and develop semi-skilled manpower, middle level professionals and competent and

qualified leaders in the various professions responsive to the needs and requirements of the service areas

providing appropriate and relevant curricular programs and offerings, research projects and

entrepreneurial activities, extension services and develop progressive leadership to effect socio-economic

change and thereby improve the quality of life.

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s educational
level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s profession
or community involvement without compromising legal and ethical responsibilities and
accountabilities.
Bachelor of Secondary Education major in Science (CMO # 75 s. 2017)
The program shall produce a graduate who can:
a. articulate and discuss the latest developments in the specific field of practice. (PDF level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
n. demonstrate deep understanding of scientific concepts and principles.
o. apply scientific inquiry in teaching and learning.
p. utilize effective science teaching and assessment methods.
q. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences.

Bachelor of Secondary Education major in English (CMO # 75 s. 2017)

The program shall produce a graduate who can:
a. articulate and discuss the latest developments in the specific field of practice. (PDF level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
n. possess broad knowledge of language and literature for effective learning.
 o. use English as a global language in a multilingual context as it applies to the teaching of language and
literature.
p. acquire extensive reading background in language, literature and allied field
q. demonstrate proficiency in oral and written communication.
r. shows competence in employing innovative language and literature teaching approaches,
methodologies, and strategies.
s. use technology in facilitating language learning and teaching.
t. inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
u. display skills and abilities to be a reflective and research-oriented language and literature teacher.

Bachelor of Secondary Education major in Mathematics (CMO # 75 s. 2017)

The program shall produce a graduate who can:
a. articulate the rootedness of education in philosophical, socio-cultural, historical, and political contexts.
b. demonstrate mastery of subject matter/discipline.
c. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments.
d. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners.
e. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices.
f. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes.
g. practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
i. articulate and discuss the latest developments in the specific field of practice. (PDF level 6 descriptor)
j. effectively communicate in English and Filipino, both orally and in writing.
k. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi-cultural teams. (PDF level 6 descriptor)
l. act in recognition of professional, social, and ethical responsibility.
m. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
n. exhibit competence in mathematical concepts and procedures.
o. exhibit proficiency in relating mathematics to other curricular areas.
p. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
q. demonstrate competence in designing, constructing and utilizing different forms of assessment in
mathematics.
r. demonstrate proficiency in problem-solving by solving and creating routine and non- routine problems
with different levels of complexity.
s. use effectively appropriate approaches, methods, and techniques in teaching mathematics including
technological tools.

Bachelor of Physical Education

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the field of practice.
b. effectively communicate orally and in writing using both English and Filipino.
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi-cultural teams
d. act in recognition of professional, social and ethical responsibility.
 e. preserve and promote “Filipino historical and cultural heritage”.
f. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and heir environments.
i. develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable
educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning and
outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national and global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
n. apply scientific and evidence-based practices critical to the educational and learning processes
o. demonstrate skillful performance in a variety of physical activities
p. adapt performance to variety of physical activity setting: (e.g.). formal classes, recreational and
competitive)
q. critically examined the curriculum (e.g. content, pedagogy and assessments) and program, and enhance
(e.g. innovate) them necessary.
r. plan and implement safe and effective physical activity programs to address the needs of individual and
groups in school and/or non-school settings.
s. monitor and evaluate physical activity programs in school and /or non-school settings.
t. use appropriate assessments in, as and for students or client learning.
u. use information, media and technology in pedagogy and for lifelong learning.
v. demonstrate firm work/professional ethics.
w. cultivate solidarity by working and dealing with/relating to others harmoniously.
x. promote the advancement of the profession by making sense of and getting involved in current
discourse that impact on the profession.
y. pursue lifelong learning for personal and professional development.
z. communicate effectively with PE practitioners, other professionals and stakeholders.
aa. use oral, written, and technology formats deftly.

❖ NONESCOST – BSEd Program Outcomes

The program shall produce a graduate who can
a. demonstrate proficiency, mastery and application of content, pedagogy and technological knowledge in
the chosen field.
b. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of the community.

❖ NONESCOST BPEd Program Outcomes

The program shall produce a graduate who can:

a. demonstrate proficiency, mastery and application of content, pedagogy and technological knowledge in the
chosen field; and
b. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of the community.
Warm greetings!

Welcome to the second semester of School Year 2021 - 2022! Welcome to the College of Education and
welcome to NONESCOST!

Despite of all the happenings around us, there is still so much to be thankful for and one of these is the
opportunity to continue learning.

You are right now browsing your course module in EDP 108. As you read on, you will have an overview of
the course, the content, requirements and other related information regarding the course. The module is
made up of 4 lessons. Each lesson has seven parts:

INTRODUCTION – Overview of the lesson

LEARNING OUTCOMES – Lesson objectives for you to ponder on

MOTIVATION – Fuels you to go on

PRESENTATION – A smooth transition to the lesson

TEACHING POINTS – Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to be effective and
efficient professional in your respective fields. You can explore more of the concepts by reading the
references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying your modules.
Keep a constant and open communication. Use your real names in your FB accounts or messenger so I can
recognize you based on the list of officially enrolled students in the course. I would be very glad to assist
you in your journey. Furthermore, I would also suggest that you build a workgroup among your classmates.
Participate actively in our discussion board or online discussion if possible and submit your
outputs/requirements on time. You may submit them online through email and messenger. You can also
submit hard copies. Place them in short size bond paper inside a short plastic envelop with your names and
submit them in designated pick up areas.

I hope that you will find this course interesting and fun. I hope to know more of your experiences, insights,
challenges and difficulties in learning as we go along this course. I am very positive that we will successfully
meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God bless!

Course Outline in EDP 108 – TECHNOLOGY FOR TEACHING AND LEARNING 1

Course EDP 108

Number
Course Title TECHNOLOGY FOR TEACHING AND LEARNING 1
Course
Description A course is designed to introduce the basic learning theories and principles as bases in the
design, development, implementation and evaluation of instruction using educational
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.

No. of Units 3 units

Pre-requisites None
Course 1. Apply basic learning theories, principles and practices as bases for the development and
Intended use of technology,
Learning 2. Establish the roles of educational technology in the 21st century,
Outcomes 3. Integrate the theories and the different instructional design models in designing a
learning experience, and
4. Demonstrate skills in designing, integrating, implementing and evaluating ICT-based
instructional plans in various content areas.

Content I. History of Educational Technology and ICT

Coverage A. Development of Educational Technology
B. Stages of Educational Technology
C. History of ICT in Education

II. The Roles and Importance of Educational Technology

A. The Constructivist’s Perspective
B. Beliefs
C. Elements for Using Educational Technology
D. ISTE Standards
 E. Addressing Gender Issues in Educational Technology

III. Learning Theories and Principles Related to Technology

A. Learning
B. Learning Theories

IV. Instructional Design Models

A. ASSURE
B. Dale’s Cone of Experience
C. ADDIE
D. Dick & Carrey Model
E. Gagne’s Events of Instructions

V. Printed Media
VI. Visuals and Visual Media
VII. Audio Media
VIII. Video
IX. Project Based Learning and Multimedia
X. Assessment in a Constructivist, Technology-Supported Learning

References 1. Tabbada, E. & Buendia, M. (2015). Educational Technology I. Adriana Printing

Corporation, Inc.
2. Lucido, Paz. (2012). Educational Technology 1. 2nd Edition. Lorimar Publishing, Inc.
3. Garo, C. (2008). Theories and Principles of Educational Technology. National
Bookstore
4. Colinares, Nilo (2011). 21st Century Trends, Issues and Challenges in Philippine
Education. National Bookstore
5. Smaldino, S. (2012). Instructional Technology and Media for Learning. 10th Edition.
Boston MA: Pearson Education, Inc.
6. Diamond, R. (1989). Designing and Improving Courses and Curricula in Higher
Education. San Francisco:Jossey-Bass.
7. Jonassen,D. et.al (1999). Learning with Technology: A Constructivist Perspective.
Prentice Hall.
8. http://rapidbi.com/created/Coneofexperience-dale.html
9. Visual Design Basics@http://www.usability.gov/what-and-why/visual-design.html
10. https://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/haynie.pdf
11. http://www.iste.org/standard

Supplementary Readings:

1. Educational Technology Standards and Performance Indicators for All Teachers.

2. Dale , E. (1969). Audio-visual Methods in Teaching. 3rd Edition. New York:Holt,
Rinehort& Winston.
3. OECD (2000). Science, Technology and Innovation in the New Economy @
www.oecd.org/science/sci-tech/1918259.pdf
4. UN Developmental Agenda. Science, Technology and Innovation for Sustainable
Development in Global Partnership for Development Beyond 2015. www.un.org
5. Educators, Technology and 21st Century Skills.Special Topics in Education Vol.1. PAFTE
Project WRITE. 2012

Course 1. Active class participation (online discussion board, FB Closed group account)
Requirements 2. Logbook/ Journal (Reflection, Observation and/or Activities on each Lesson)
3. Classroom Demonstration
4. Research
5. Quizzes
6. Learning Plans with Technology Integration
7. Examinations

Prepared by: JONAH DEE B. GREGORIO, MEd

Reviewed and Approved by:

Subject Area Coordinator: MARY GRACE M. OFQUERIA, Ph. D.

Dean, COE : MARY GRACE M. OFQUERIA, Ph. D.

GAD Director : MARY ANN T. ARCEŇO, Ph.D.

CIMD, Chairperson : MA. JANET S. GEROSO, Ph.D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D

 MODULE 3

LESSON

1 AUDIO MEDIA
5
HOURS

Today, there is a widespread popularity of audio because you can access it anytime/anyplace using
mobile phones. Producing audio is easier now due to recording devices that are affordable and are readily
available.

a. Compare hearing and listening

b. Identify different audio formats
c. Create an audio material

Did you know that …

Audio has been used in education for decades already, beginning from the use of the audio
cassettes in 1970s up to the digital audio that we are using now.
 In the classroom setting, we still can find that the dominant mode of instruction is still audio.
Teacher’s voice is still the best audio media that students hear and listen to. Audio is used particularly for
learners with reading and/or other learning difficulty and those who are visually impaired.

Is LISTENING AND HEARING the Same thing?

Listening and hearing though synonymous, are complete different things. You can listen to someone without
actually hearing anything. If you are dreaming in class, you are hearing the noise inside the classroom and not
listening to what the teacher is saying.
Hearing is one of the five senses of a person and that it is the ability to perceive sound by detecting
vibrations through an organ such as the ear. According to Merriam-Webster, hearing is “the process, function, or
power of perceiving sound, specifically: the special sense by which noises and tones are received as stimuli.” In
hearing, vibrations are detected by the ear and then converted into nerve impulses and sent to the brain. A person
who is unable to hear has a condition known as deafness. Hearing occurs even in sleep. Where the ear processes the
sounds and passes them on to the brain, but the brain does not always react to the sound.

Listening, is also known as “active listening” is a step further than hearing, where after the brain receives
the nerve impulses, it interprets it, then it sends feedback. Listening is a key to good communication, therefore it
requires concentration so that it can lead to better academic performance. Developing listening skills is important so
that every detail and information given is processed well.

The following are techniques on how to develop listening skills:

⮚ Direct listening. Give the students some objectives or questions to guide their listening before presenting
the audio material to the class.
⮚ Following directions. Give the students directions individually or as a group and ask them to follow
instructions.
⮚ Listening for main ideas, details or interferences. Give students a guide on what to listen to like the main
ideas, details or specific information.
⮚ Using context in listening. Let your students distinguish meanings in an auditory context by listening to
sentences with words missing and then supplying the appropriate words.
⮚ Analyzing the structure of a presentation. After listening to a material, the students can be asked to outline
what they have listened to.
⮚ Distinguishing between relevant and irrelevant information. After listening to the given audio material, the
student can be asked to identify the main idea and other related ideas.

AUDIO FORMATS
Audio format is a file format for storing sounds or music. It can either be analog or digital.

1. Digital Audio
Digital audio are kept on a digital storage such as CD, computer hard drive, a flash drive or a digital recorder.
Computers are digital devices. This method of computing is referred to as the “binary system,” meaning they
perform all calculations using ones and zeros. Digital files are saved as MP3 or WAV format.
Digital audio files come in different types. The most commonly used audio files are wave (.wav) files and
MPEG Layer-3 (.mp3) files. Other audio formats are Windows Media Audio (.wma), Real Audio (.ra,.ram) or
Musical Instrument Digital Instrument (MIDI).
 1.1. Audio File Types
❑ wav -standard audio file format used mainly in Windows PCs. WAV files are considered as a "first
generation" format because the digital copy of a file is uncompressed, which means that WAV files
have not gone through any audio editing.
❑ wp3 – the MPEG Layer-3 format is used for compressing audio file into a very small file that is used for
digital storage and transmission. This is the most popular format for downloading and storing music.
❑ wma – the Windows Media Audio is a Microsoft audio file format which is used also for compressing
audio files.

1.2 Digital Storage Devices

❑ Optical Disc – a storage medium from which data is read and to which it is written by lasers. Optical
discs are common for storing digital data like music and other types of data. Audio CD were available
since 1982 as a physical storage medium for audio. However, because of the digital downloads,
commercial audio CDs have been decreasing in sales.

Three Types of Optical Disc:

Type 1. Read Only Memory (ROM) disc
- Used for distribution of standard program and data files
-The data in the CD-ROM cannot be modified, because it is a permanent but can be read a number of times

Type 2. Write-once read-many (WORM) disc

- This disc can be written to only once. After that, it behaves like a ROM disc. The information stored on the
disc cannot be changed or erased.
Type 3. Re-writeable, write-mini read-many (WMRM) disc
- This disc allows information to be recorded and erased many times.

2. Analog Audio
Analog audio is a representation of a sound that is analogous to the air pressure waves of the sound. That
may sound complicated, but it is actually very easy to understand. Sound is waves of air molecules. Analog audio is a
representation of the intensities of those waves in the different form, such as voltage on a wire or magnetize
particles in a cassette (Mack). Analog device read the media, such as tapes or record, by scanning the physical data
off the media. Audio tapes players,VCRs, and record players are example of analog devices.

To record analog audio of a sound, we use a microphone. Here's a guideline on how to use a microphone
(Smaldino, 1995-2010):
1. Place the microphone on a floor or table stand away from hard surfaces such as chalkboards, windows or
bare walls. If a stand is not available, place on a hand towel or soft cloth.
2. Place the microphone in a good spot to achieve maximum pickup of desired sounds and minimal pickup of
extraneous ones. Avoid handing the microphone from one person to another. If necessary, move people
instead, before recording.
3. Maintain a constant distance from the microphone. As a rule of thumb, your mouth should be about a
foot from the microphone.
Note: If you are much closer, p's and b's will tend to 'pop' and other breathy sounds may become annoying.
4. Speak over the top of the microphone, not directly into it.

Accessing Audio
• Accessing audio files can be done in a variety of ways such as through streaming audio, podcasting, Internet
radio, and digital players.

1. Streaming Audio
Is a method of delivering audio signal to your computer using the internet. Unlike in downloading .mp3
or .wav files, streaming audio will let you hear the sound as it arrives to your computer, so you do not need
to wait to complete the download before you can hear the sound. As the data arrives, it is buffered for a few
seconds and then playback begins.

Most popular and well-known websites that offer audio streaming:

 • Spotify www.spotify.com
• Pandora www.pandora.com
• Last.fm www.last.fm
• Rhapsody www.rhapsody.com
• Grooveshark www.grooveshark.com

2. Podcasting
Podcasting (from the words IPod and broadcasting) refers to recorded audio files in MP3 format that are
distributed over the internet. These audio files can be sent automatically to “subscribers” stored in their computers
for listening at their convenience. These files need to be completely downloaded before you can listen to them. With
podcasting software, students and teachers can create their own newscasts or documentaries and allow subscribers
to download and listen to them on their computers or portable audio players (Giron, 2013).

Podcasts are useful tools for learning. The following websites provide podcasts that are useful:
• TED talks
• The Ultimate Podcasts Collection
• Podcast.com
• LearnOutLoud.com
• This Week in Technology

3. Internet Radio
Internet or Wi-Fi radios can give you access to thousands of internet radio stations. Only, it needs Internet
access to be able to access them. Radio stations on the internet can offer a variety of programs that includes local
and international news, music, science and sports. With this live programming, students can enjoy listening using
their computers to help them updated with current events. Most of the radio stations nowadays offer internet radio.

4. Digital Players
Digital players or mobile digital media players are portable electronic gadgets used to store and play digital
media such as audio. Some commonly used digital media players are iPod Touch and MP3 players.

Creating Audio
Nowadays, creating audio via audio recording technologies is very easy. Audio equipment is now a portable
tool for recording sound and taking notes.
How to Record Sound
You can record sound as a digital media file on your computer. Here are the steps:
1. Make sure you have an audio input device, such as a microphone, connected to your computer.
2. Click Start, click All Programs, click Accessories, and then click Sound Recorder.
3. Click Start Recording. With Sound Recorder, you can record up to 60 seconds.
4. To stop recording audio, click Stop Recording.
 5. If you want to continue recording audio, click Cancel. In the Save As dialog box, click Resume Recording,
continue to record sound, and then click Stop Recording.
6. Type a file name for the recorded sound, and then click Save to save the recorded sound as an audio
file. By default, the recorded audio saved as a Windows Media Audio (WMA) file. However, there are
Windows version that saves the audio file as a .wav file.
7. Play what you have recorded in a digital media player program that supports playback of WMA or WAV
files,(ex. VLC Media Player)

There are some software that lets you also record

sound such as Audacity. Audacity lets you record
sound, edit it and apply special effects.
Steps:
1. Download the software Audacity. It is
for free.
2. If you need an MP3 audio file, you need
to also install its plugin called LAME.
3. Once you have downloaded Audacity,
open the Audacity program on your
computer.
4. Start the recording by checking the
Record button.
5. When you are done, stop the recording
in Audacity and exert the audio as
a .wav file.

APPLICATION OF AUDIO IN THE CLASSROOM

Music can be a great way to use audio into the classroom. Some applications of audio in the classroom are:
1. Students can hear the voices of experts by listening to their ideas and opinions.
2. By using audiotape or audio recordings, it can help the learner perform a task, such as an
experiment, when written notes are not available.
3. Students can generate their own recording which can be part of their learning activity
4. It can provide study after a lecture.
5. Learn from public lectures.
6. Learn a new language.
7. Can be used as a motivation to start a class (ex. singing a song, listening to a music)

To start using your audio in the classroom, the following are some guidelines that will help you in using audio:
1. Make sure that you know where you want to start playing.
2. Check the volume level in advance.
3. Check the environment. Make sure all the students can hear.
4. If possible, minimize external noises that are not part of the audio material.
5. Have an introduction of what the students would be hearing. Guide questions can be provided.
6. A hand out or worksheet can be used to supplement audio media.
7. To create discussion or other activities, audio presentation can be paused or stopped.
8. Use a follow up activity after an audio lesson.

Listen Up!
Listen to a live audio streaming of news or commentaries (local AM/FM). Fill out the form below.
 Date and Time:

Title of the Segment:

Name of the 1.
anchorman/anchorwoman:
2.

News/Headlines/Topics Discussed: 1.

2.

3.
In what ways can you apply what 1.
you have listened to in the
classroom? 2.

3.

Create an audio material that gives a direction on how to do or perform a task.

1. Select a topic that would teach, instruct or direct your listeners to perform or to do something
(example: learn how to say commonly mispronounced words, giving directions on how to cook
specific food).
2. Prepare the materials that you are going to use before you start your recording.
3. Start recording.
4. Save and submit your audio material.

Rubrics for Grading

Category 10 8 5 3
Technical The material is The material is The material is High levels of
Production recorded in a quiet recorded in a quiet recorded in semi noise in the
environment without environment with quiet environment background.
background noise. some background with background Volume of the
Volume of the voice noise. Volume is noise most of the voice is very
and effects enhance consistent. time. Volume is not low.
the story. consistent.
Process The The The There is no
procedure/instruction procedure/instruction procedure/instruction evidence of a
is easy to follow and is complete yet is difficult to follow. procedure/
shows significant lacking depth. instruction.
planning.
Delivery The recording is well- The recording is The recording is The recording
rehearsed and rehearsed and rehearsed and The appears
delivered smoothly. delivered smoothly. enunciation is clear unrehearsed.
The enunciation is The enunciation is and intelligible, and The
clear and intelligible, clear and intelligible, there is some enunciation is
 and there is much and there is much expression and muddled and
expression and expression and enthusiasm in the not clear, and
enthusiasm in the enthusiasm in the recitation. the recitation
recitation. recitation. lacks
expression and
enthusiasm.

LESSON

5
2 VIDEO MEDIA
HOURS

Video as a teaching tool can help learners in the learning process and can effectively communicate
complex information. This lesson will talk about video, the benefits of this media in the classroom on how
to produce our own videos.

a. Discuss the different types of video uses in the classroom

b. Create a database of different videos that can be used in their respective majors
c. Create an original music video of NONESCOST Hymn

Have a screenshot of your most liked music video. Describe why you like it the most.
 Video is common nowadays because there are so many video-sharing sites where teachers and students can
download videos and publish or do video hosting.

Video
Is a series of images that when combined, can form moving images.

Uses of video in the Classroom

• Provides a common experience for all students
• Generate interest and stimulate imagination
• Offer a different perspective or on other approach to a topic.
• Demonstrate abstract ideas
• Stimulate the development of critical thinking skills
• Equalize educational opportunities
• Enhance self-respect and breakdown social stereotypes
• Promote critical viewing and media awareness

DIFFERENT TYPES OF VIDEO USES IN EDUCATION

Youtube
• Youtube.com is a popular source of videos that were made not only to entertain but also to enhance the
learning of the students.
Vodcasts
• A vodcasts similar to podcast. However, audio clips, which include video and picture, can be accessed
throughout it. Video podcast can be created by teachers with the use of the audio combined with pictures.
Audio can be recorded using audio software is used to merged the audio and the picture together. Teachers
can create podcast to be shaved to the class for review or remedial lessons.
Video conferencing
• Video conferencing has now been incorporated in the field of education. This is used to give lectures,
seminar to students who cannot be present during the lectures with each other. Skype is a popular that is
used to communicate with other people using only their webcams.
Video recording
To make a video recording for Classroom use, you need the following.
• Video Camera to record
• A tripod to keep the camera steady microphone to capture the sound coming from the speaker.
• Computer and video editing surface.
Video Production
Producing a video is not an easy to endeavor and requires time to be able to create one. It goes into the three
processes namely, preproduction, production and post-production to achieve your goal of a good video.

Preproduction Process
Preproduction includes everything that you do before starting your
video. Brainstorming, scriptwriting, storyboarding, scheduling,
props/wardrobe preparation, location scouting are all under this process.

1. Brainstorming
The very first step to developing a video is through developing a concept. The what, where, who, how are the
questions that needs to answer.
• Where will be the videos are used? For example, for classroom use, teacher professional development
program or information dissemination.
• Who is the audience? If students, teachers, on the school community. If it is for the students, the grade level
should be considered.
• What is the purpose of the videos? It is to provide additional information.
Motivate the students, support to the curriculum on to provide content knowledge for teachers.
• How long will the video be?
• What is your budget in developing the video?
2. Scriptwriting
This is the part when you start where you start writing what the video is all about. What type of video are you
going to create? Let is informational, documentary, or are you interviewing someone? These are questions that will
be answered during scriptwriting. The following needs to be prepared during scriptwriting.

• Storyboard
Storyboards are used to visualized your move idea. Scenes, visuals, and audio will be sketched out during
storyboarding.

Scene _______________________________

Shot # Shot # Shot #

Action
______________________ ______________________ ______________________
______________________ ______________________ ______________________

Dialogue
______________________ ______________________ ______________________
______________________ ______________________ ______________________

FX
______________________ ______________________ ______________________
______________________ ______________________ ______________________
 • Site Survey
Based on the script, all the elements that need to be prepared must be set-up. This includes visiting the location site,
getting all the equipment needed and lining up the people involved in the video production. Timeline is also part of
the preparation.

Production Process
It is the actual recording and capturing of the video.
Production will start from the technical rehearsals and any
videotaping or producing of elements needed for the project.

Aspects of Production
1. The Camera
- Get to know the camera you are going to use and how
it works.
2. Shot types
- Produces different effects which are determined by the camera’s proximity to the main subject.
• Establishing Shot – A long shot used at the beginning of a sequence to establish a setting or scene.
• Close-up – A shot taken very close to the subject so that it fills most of the frame.
• Big Close-Up – A shot in which a person’s face fills up most of the frame.
• Medium Close-Up – A shot framing a person from the level of mid-chest.
• Full Shot – A shot in which a person’s complete body is included, usually equal to the height of the frame.
• Long Shot – A shot in which a person’s complete body is included but is at a distance from the camera.
• Extreme Long Shot – A shot in which a person’s size is very small in comparison to the screen.

3. Camera Movement – As you shoot footage, you are able to move the camera.
a) Zoom In – The lens of the camera moves in such a way as to bring the image closer to the camera.
b) Zoom out – The lens of the camera moves in such a way as to move the image away from the camera.
c) Panorama (Pan) Shot – The camera rotates from one position on a horizontal plane (i.e. “pan right,” “pan
left”).
d) Pan Right – The camera swivels to the right, causing the image to move from right to left across the screen.
e) Pan Left – The camera swivels to the left, causing the image to move from left to right across the screen.
f) Swish Pan – The camera takes a very fast panorama that blurs the action.
g) Tilt – The camera rotates vertically from a single position.
Travelling Shot – The camera is mounted to an apparatus, such as a car, track, etc. that moves it while filming.
⮚ Action within the frame. The subjects move within the frame and the camera DOES NOT move.
⮚ Follow the Action. The Subject is moving, yet stays within the frame because the camera is MOVING with the
subject.

Crane. The camera is mounted to along boom made just for this purpose.

4. Lighting
⮚ Three-Point Lighting. Lighting that is projected from three different sources:
1. a key light (a bright, primary light source that casts shadows);
2. a fill light (light that eliminates or softens the shadows made by the key light);
3. a backlight (lights positioned behind the subjects or objects that outline or highlight their contours.
⮚ High-key Lighting. Bright even light with low contrast and few visible shadows.
⮚ Low-key Lighting. Low level light with high contrast areas of light, such as in film Noir and horror films.
⮚ Directional Lighting. Use of all other sources, such as overhead, under-lighting, backlighting, etc.

Lighting tips:
• Avoid filming in the shade or partial light.
• Light in front of subject. Lighting behind will cause faces to be dark.
• To achieve the best lighting, film a test shot also.

5. Audio – When setting up an audio, you need to ask whether this will be used for interviewing a person, only as
background music or just to have an ambiance. If you will be interviewing somebody, a microphone must be
provided.
Types of Microphones
a) Lavmic
- Short for a lavalier microphone. This is also called a lapel microphone.
- This is a tiny mic that hooks to the person’s shirt or collar.
- This mic is used for interviews.
b) Handheld mics
- are held in the hand and are usually used for interviews.
c) Boom or shotgun mics
- These are microphones used to pick up voices or noises that are usually used for film shoots and broadcast.
- They are usually on top of the camera or are held by the audio person placed on an extended pole during
recording.
d) Wireless or Wired
- The different microphones mentioned above can be wired or wireless.
- Wired microphones use an audio cable to send the signal back to the camera.
- They do not have the cable connecting it to the sound system or camera.
- Users like speakers, entertainers or performers can move anywhere with the use of wireless mics.

Tips for getting the best sound

• Use an external microphone if your camera does not have a strong built-in mic.
• Use windscreens when shooting outdoors so as not to ruin your audio.
• Avoid background noise

Post production process includes editing of video, exporting your

video to file format, and distributing.
❖ EDITING
This is the process of putting all the elements such as music, audio,
narration, background, etc. together.
✔ Today’s editing is called “DIGITAL EDITNG” because the
editor uses a computer to manipulate the elements.

To start editing,
● You need to import first the raw video or the shots you have taken the music that will be needing and the
audio or narration to the computer.
● Arrange the clips in an order based from the script.
● Include the music and effects.
❖ Music
Music can enhance the video as it sets the mood.
❖ Effects
Effects are used to help the story.
Some of the effects are:
✔ Fade-In-
A shot that begins in darkness and gradually brightens.
✔ Fade-Out-
A shot that begins in brightness and gradually fades to black.

✔ IRIS-
A shot beginning in darkness and
gradually getting lighter in a circle.

✔ DISSOLVE
Superimposition of the
period of time.

✔ WIPE
A vertical line seems to wipe across, wiping out one scene and wiping in the text.

❖ Saving
The following video file formats can be used to save a video (edtechteacher,2014).

✔ M4v
Created by apple, most video files in iTunes use this format, and most players can open m4v file.
 ✔ Mp4
iPods and other digital audio playing devices made the mp3 famous as a format streaming music.
• An mp4 is similar but includes the video files. This is a universal file format that works with all types of
players and editors.

✔ mov
QuickTime video creates mov files. These files work best if you are using iMovie for editing. However, they
are often slightly larger in file size.

✔ wmv
Windows Media Video, developed by Microsoft, used to work only on a PC.

✔ Flash
This product from Adobe creates a variety of formats (swf,f4v, and flv) that are used frequently by video
sharing sites such as YouTube or Vimeo.
 ❖ Distribution
Video is now ready for distribution. Today, distribution is through uploading in the internet or by video
sharing.

Video can be a powerful tool for learning to be engaging and meaningful. Preparation is needed to effectively use
video in the classroom.

Before Viewing
What should be done before the actual use of the video? In the ASSURE model, before utilizing the material
to be used, the teacher needs to preview the material and prepare the learning environment, the equipment and the
learning experience.

• Preview the video

Video may not be viewed completely. The teacher can select only a particular part of the video to show to
the class, unless the video itself is part of the lesson.

• Prepare the classroom environment and video equipment.

Prepare the equipment to be used to run the video. Test whether it is working well. check whether the video
can be best viewed when there is bright light, low light or completely dark.

• Prepare the learning experience

Guided questions can be provided to the students to encourage active viewing of the content. Stimulate
students’ pre-existing knowledge to assess later on whether they have learned something.

During Viewing
Students will now watch the video material focusing either on the guided questions or a particular segment.
• Video can be paused for clarifications or questions. New vocabulary can also be answered.
• You should not present the leader (the part of the film with the number countdown on it). The first image
the students see should be the title or opening scene of the film.

After Viewing
After watching the video, the students might retell, discuss or do a post viewing activity. Activities can
deepen the viewing experiences of the students.
My Beginning Video Library
Create a database of different videos that can be used in your area of specialization. You may use
video websites like YouTube or from your own collection of videos at home or in school to gather videos.
Give atleast three per subject. Put the videos inside a folder and submit a screenshot of your video library.
Subject Topics/Lesson Title of the Video Source/ URL

Creating a Music Video

1. Group yourselves into 5.

2. Create your own music video of our NONESCOST Hymn.
3. Save it as video format and submit a copy together with the names of the members.

Rubrics for Grading

Category 10 8 5 3
Technical The presentation is The presentation is The presentation is The presentation is
Production clear, both audibly clear, both audibly clear, both audibly clear, both audibly
and visually. and visually. and visually. and visually.
Composition and Composition and Composition and Composition and
technical technical technical technical
production production usually production production are
enhance the music enhance the music sometimes distract absent from the
video. video. the music video. music video.
Perfectly in focus; Mostly in focus; no Somewhat in Somewhat in
Quality no shakiness or shakiness or blur focus; some focus; lots of
blur shakiness or blur shakiness or blur
Over-all Impact Displays a high Displays a good Displays a fair level Displays a low
level of creativity level of creativity of creativity and level of creativity
 and impact and impact impact and impact

LESSON

PROJECT-BASED
3 LEARNING AND
MULTIMEDIA
5
HOURS

After learning that we need to make use of a combination of learning resources or media to make
teaching as concrete as we can so abstractions will be clear and meaningful, let us learn a method of
learning that utilizes multimedia, project-based learning.

a. Discuss project-based multimedia learning, learning strategies, its elements and uses
b. Compare lesson planning to project-based learning
c. Illustrate the steps in project-based multimedia

Arrange the letters to form a word.

1. o r p c t j e _______________________________
2. s a s m s e n t s e _______________________________
3. u m d i l e t a m e _______________________________
4. a r e l–d o r w l _______________________________
5. n o c l a l b r a i o t o _______________________________
 A class that effectively employs project-based multimedia learning is highly animated and actively
engaged. It addresses the basic knowledge and skills all students are expected to acquire.

What is Project-based Learning and Multimedia?

Project-based multimedia learning is a teaching method in which student “acquire new knowledge
and skills in the course of designing, planning, and producing multimedia product.” (Simkins, et al, 2002.)
The name project-based multimedia learning implies the use of multimedia and the learning activity
includes a project.

Dimensions of project-based Multimedia Learning

Project-based multimedia learning has seven key dimensions: core curriculum, real-world
connection, extended time frame, student decision making, collaboration, assessment, and multimedia.
Simkins (2002) explains each of them briefly:
Core curriculum. At the foundation of any unit of this type is a clear setoff learning goal drawn from
whatever curriculum or set of standards is in use. We use the term core to emphasize the project-based
multimedia learning should address the basic knowledge and skills all students are expected to acquire,
and should not simply be an enrichment or extra-credit activity for a special few. Often, these projects lend
themselves well to multidisciplinary or cross-curricular approaches.
Real-world connection. The project seeks to connect students work in school with the wider world
in which student live. It is critical that the students-not only the teacher-perceive what is real about the
project. The content chosen, the types of activities and the types of products must be real in life.
Extended time frame. A good project is not a one-shot lesson. It extends over a significant period of
time. The actual length of a project may vary with the age of the students and the nature of the project.
One project may take days or weeks. Others may take a month or two. It is important that students are
given enough time to enable them come up with a substantial final product from which they can derive
pride and a clear sense of accomplishment.
Student decision making. In project-based multimedia learning, students have a say. But it is clear
to them that the teacher is in charge and so the students understand that there are decision which only
the teacher can make. Students, however are given considerable leeway in determining what substantive
content would be included in their projects as well as the process for producing them.
Collaboration. Project-based multimedia learning demands collaboration. Collaboration is working
together jointly to accomplish a common intellectual purpose in a manner superior to what might have
been accomplished working alone. Students may work in pair or in teams of as many as five or six. Whole
class collaboration are also possible. The goal is for each student involved to make a separate contribution
to the final work and for the whole class to accomplish greater things than what each individual student
can accomplish all alone.
Students must be clarified on what is expected of them and on how they will be assessed. In
project-based multimedia learning, they are expected to show evidence that they gained content
information, became better team members, could solve problems and could make choices (for instance on
what new information they would show in their presentations). Students are also expected to assess their
own media products so they can improve on them.
 Multimedia. In multimedia projects, students do not learn simply by “using” multimedia produced
by others; they learn by creating it themselves. The development of such programs as In multimedia
projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it
themselves. The development of such programs as HyperStudio, Kid Pix, and Netscape Composer has made
it possible for students of all ages to become the authors of multimedia content. As students design and
research their projects, instead of gathering only written notes, they also gather-and create-pictures, video
clips, recordings, and other media objects that will later serve as the new material for their final product.

Why use project-based multimedia learning?

because it is “value added” to your teaching. It is a powerful motivator. It actively engages students
in the learning task. Students are likewise engaged in the production of multimedia presentation.

What can be some limitation of the use of project-based multimedia learning strategy?
❑ One limitation that we see is the need for an extended period of time. You need time to orient the
students on what are expected of them, guidelines, goals and objectives of the project, and more so
for your students to gather and organize their data, work on their presentations and the like. This
strategy requires technical skills on your part and on the part of your students. Remember, they will
be using a combination of several media, which includes, of course, the computer.
❑ If the basic computer courses did not teach them these skills demanded by this strategy, there will
be a problem. To address this problem, some days need to be devoted to learning the technology.
This can be another limitation.
❑ A third limitation can be the tendency to lose track of the goals and objectives of your lesson
because the technology aspect has gotten the limelight. You may get so occupied learning the
multimedia presentation that your lesson objectives get derailed and your project ends up as mere
technology lesson. So, you have to be sure that the technology aspect of your lesson does not
eclipse the academic content which is the core of your lesson and therefore is most important.

USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-LEARNING STRATEGY

BEFORE THE PROJECT STARTS

1. Create project description and milestones. Put in a nutshell what your project is all about. Describe
you project in forty (40) words or less. Include your instructional goals and objectives. Include the
project components students will be responsible for and their due date. Set deadlines. By writing a
brief abstract of your project, you have a full grasp of the essence of your project and that your
focus will not get derailed.

A milestone may look like this:

Stage Estimated time
Before the project starts 2 weeks
Introducing the project 1-2 days
Learning the technology 1-3 days
Preliminary research and planning 3 days-3 weeks
Concept design and storyboarding 3-5 days
First draft production 1-3 weeks
Assessing, testing, and finalizing presentations 1-3 weeks
Concluding activities 1-3 days
Total class time 5-13 weeks

2. Work with real – world connections. If you have people outside the classroom involved as clients or
assessors (evaluators) work with them to make an appropriate schedule and include their ideas for
activities.
 3. Prepare resources. Seek the assistance of your librarian or school media specialist.
4. Prepare software and peripherals such as microphones. Ask the help of technical people.
5. Organize computer files – Finding files eats most of your time of your not organized. Naming files
and folders after their file type and section title helps to keep things organized and makes it easier
to merge elements later on.
6. Prepare the classroom. Organize books, printer paper and any other resources so student can
access them independently. Make room on the bulletin boards for hanging printouts of student
work, schedules, and organizational charts.

INTRODUCING THE PROJECT (ONE OR TWO DAYS)

Help the students develop a “big picture” to understand the word ahead. Make clear what they will be
making, who their audience will be and what you expect them to learn and demonstrate in terms of the K
to 12 Standards and Competencies.
1. Review project documents. You can ask students to work with the project documents you have
produced. Encourage your students to ask questions about the project to clarify what you have
written.
2. Perform pre-assessments. Your students can write pre-assessment question based on your learning
goals to further clarify expectations.
3. Perform relevant activities. You can show students anything you can find that is similar to what
they will be producing such as Web site or your own mini project you did to learn the technology.
You can also brainstorm for topics, organizational ideas, and design ideas.
4. Group students. Form small student groups from three to five students per group. Here are some
grouping strategies:
● By topic interest
● By student talent and expertise – this works for a balance of talents and skills in the groups.
● By student choice
● Randomly – this is fine to enable them to develop the skills to work with others.
5. Organize materials. Give each group a folder that stays in the classroom. All their group work such
as storyboards. Group journals, and research notes goes in the folder.

LEARNING THE TECHNOLOGY (ONE TO THREE DAYS)

Give a chance for the students to work with whatever software and technology they will be using. If
some students are already familiar with the tools and processes ask them to help you train the others. If
students are new to multimedia, then begin with lessons that involve using the different media types.
Remember, you and your students are co-learners and you both learn as you go.

PRELIMINARY RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECT SIZE)
At this stage, students should immerse themselves in the content or subject matter they need to
understand to create their presentation. Students will engage in relevant experiences or conduct research
to collect information and gather ideas. Field trips, teacher-guided lessons, student research, interviews,
observation, and questioning are all activities that might occur during this stage.

CONCEPT DESIGN AND STORYBOARDBING (THREE TO FIVE DAYS)

Now is the time to talk about organizing a presentation to make it useful to the audience. Your
students probably have quite a bit of experience with how Web sites are usually organized and can tell
stories of interfaces that caused difficulties.
 Requiring a storyboard provides a natural check-in point for you and gives your students an
opportunity to plan ahead. Then, when other questions arise, the flow chart or storyboard becomes a
concrete reference point for what to do next.
Here are a few design tips to keep in mind throughout storyboarding and production:
● Used scanned, handmade artwork to make a project look personal and to manage scarce
technology resources. Student artwork is unmatched as a way to assure a project has heart. Keep
clip art or stamps to a minimum – they make a presentation look canned.
● Keep navigation – the way users of your presentation will get from one screen to the next –
consistent throughout the whole presentation. “Back” and “Next” buttons, if you have them,
should appear at same place on each screen (for example, the lower right corner). Always include
a way to get to the home page or the beginning of the presentation.
● Organize information similarly throughout so user can find what they are looking for.
● Care for collaboration. Check in the groups to make sure they are collaborating successfully and
that conflict is not derailing their productivity.
● Organize manageable steps. Break down the project’s steps into manageable daily components
considering that the project requires comparatively more time to succeed.
● Check and assess often. This is to ensure that mistakes are seen early enough and therefore can
be corrected before the final product is produced.

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (ONE TO THREE DAYS)

There are two kinds of testing to think about: functional testing and user testing. Functional testing
means trying all the buttons, taking all possible paths through the presentation, checking for errors,
missing images, and the like. User testing means showing the presentation to members of the target
audience and finding out if they can successfully navigate it and understand it.

CONCLUDING ACTIVITIES (ONE TO THREE DAYS)

Allow time for student to present and show off their hard work. You and they will be proud of what
they have done and will want to share it with others.
Often there is an obvious, authentic concluding activity related to your real-world connection. You
will present to your target audience and celebrate your accomplishment.

Make a diagram of the steps involved in a multimedia project lesson plan. Have a description for each step.
Is it correct to say that the lesson planning that teachers do is basically the same with the steps in
implementing a multimedia project? Make a comparison.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________________________.
 LESSON
ASSESSMENT IN A

4 CONSTRUCTIVIST,
TECHNOLOGY-SUPPORTED
LEARNING
3
HOURS

This lesson introduces the concept of learning environment from the constructivist
perspective of learning. It discusses the basic constructivist principles and the role of the teacher, and the
technology in the learning environment.

a. Identify different forms of assessment in a constructivist technology supported learning environment

b. Apply the basic forms of assessment in a constructivist technology supported learning environment
c. Create Rubrics

“Complex learning cannot be assessed or evaluated using any single measure. We must examine both the
processes and products of student learning.” What are your thoughts about this?
 There are many ways where learning takes place. It is only the learning style that defines the way
people learn. During our younger days, we seem to connect learning to take place in a typical classroom
within the confine of a school building. So children go to school in order to learn. In school, we meet our
teachers and our classmates and have fun. And inside the classroom, children mostly learn from the
teacher who serves as the main source of knowledge and information.

Assessment in a Constructivist, Technology-Supported Learning

In constructivist classroom, learning transcends memorization of facts. It is putting these isolated
facts together, from concepts and make meaning out of them. It is connecting the integration of these
facts and concepts to daily life. It is seeing the relevance of this facts and concepts to what we value and
treasure in life, then definitely, the pure memorization (sometimes without understanding_ done for a
mere recall test done not jibe with such belief.
What then is the assessment practice that will be congruent with the constructivist’s thinking? It is
a higher level form of writing and speaking, computing and the more complex skills of applying concepts
learned, analyzing, critiquing and evaluating, integrating and creating, and the social skills of working with
others. Such higher level form of assessment will call for alternative forms of assessment, the traditional
paper-and-pencil test will prove to be inadequate to measure basic skills integrated with higher-order-
thinking skills and social skills.
Authentic assessment is most appropriate for the constructivist classroom. (You will learn more
about authentic assessment in your two subjects on assessment.) Authentic assessment measures
collective abilities, written and oral expression skills, analytical skills, manipulative skills, (like computer
skills) integration, creativity, and ability to work collaboratively.
In authentic assessment, students perform real world tasks, thus the word “authentic”. It is an
assessment of a process or a product. That is why authentic assessment includes performance of product
assessment. The performance is a reliable measure of the skills learned and the product is a proof of the
acquisition of skills. These performance and product are assessed. Again the mere paper-and-pencil test
cannot evaluate these. So what do we need? We need to observe and evaluate and, to do it more
objectively, with the aid of a scoring rubric.

4 3 2 1
Organization Student presents Student presents Audience has Audience cannot
information in a information in a difficulty following understand
logical, interesting logical sequence presentation presentation
 sequence that the that the audience because student because there is
audience can can follow. does not no sequence of
follow. consistently use a information.
logical sequence.
Subject Student Student is at ease Student is Student does not
knowledge demonstrates full and provides uncomfortable have graphs of
knowledge (more expected answers with information information;
than required) by to all questions and is able to student cannot
answering all class but fails to answer only answer questions
questions with elaborate. rudimentary about subject.
explanations and questions.
elaboration.
Graphics Student’s graphics Student’s graphic Student Student uses
explain and relate to text and occasionally uses superfluous
reinforce screen presentation. graphics that graphics or no
text and rarely support text graphics.
presentation. and presentation.
Mechanics Presentation has Presentation has Presentation has Student’s
no misspelling or no more than two three misspelling presentation has
grammatical misspelling and/or and/or four or more
errors. grammatical grammatical spelling errors
errors. errors. and/or
grammatical
errors.
Eye contact Student maintains Student maintains Student Student reads all
eye contact with eye contact most occasionally uses the report with no
audience, seldom of the time but eye contact but eye contact.
returning to notes. frequently returns still reads most of
to notes. report.
Elocution Student uses clear Student’s voice is Student’s voice is Student mumbles.
voice and correct, clear. Student low. Student Incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks to
terms so that all Most audience Audience quietly for
audience members can hear members have students in the
members can hear presentation. difficulty hearing back of class to
presentation. presentation. hear.

Assessment in a technology-supported environment necessarily includes display of skilful and

creative use of technologies, old and recent, because that is what is naturally expected of us in the real
world, a technology-dominated world. In the 21 st century, we need to be computer literate and fluent or
we get lost or become helpless. These technology and integrative skills are demonstrated when our
students present answers they have found to two or more assigned problems or present the group project
they have worked on for a purpose with the use of various technology. These presentations need
performance-based assessment or product assessment. It is a direct assessment. We do not test their
computer and creative skills, their analytical and integrative skills by way of a multiple-choice-type of test
nor test their computer skills alone. Instead, we measure their computer skill directly in an authentic or
real-life setting. Where do they need to use their computer skills in life? That becomes the natural setting
of the test in computer skills.
A technology-supported classroom maximizes the use of old and new technology. Students are
expected to demonstrate learning with the use of both old and new technology. For instance, students
may use transparencies and OHP to demonstrate the learned skill of topic presentation or may choose to
use powerpoint presentation. To assess their manipulative skill, we conduct direct assessment with the
help of a scoring rubric. From the eyes of a constructivist, learning is an active, constructive, intentional,
authentic and cooperative process, so should the ways in which we assess learners and the criteria that we
use to evaluate them. Obviously, the traditional paper-and-pencil that cannot assess this type of learning.
How then should we evaluate learning? Definitely, the paper-and-pencil test won’t fir. If it is the
meaning and interpretations of experiences that individual students and groups construct that we have to
evaluate, there will be different answers and there may not be one right answer. So what we assess should
be the process that occurs. Assess learning as it is occurring. This is process or performance assessment.

Traditional vs Constructivist

Compare a Traditional Classroom from a Constructivist Classroom. Complete the table below.

Traditional Classroom Constructivist Classroom

Think of an activity related to your specialization. Prepare a scoring rubric for that activity.

Name of the activity: ____________________________

Endterm Project:

1. Group yourselves into 5.

2. Prepare a detailed lesson plan within your area of specialization
3. Topics about Technology for Teaching and Learning must also be incorporated.
4. Use your prepared lesson plan for your teaching demonstration.
5. Make sure that each member participated in the demonstration (for example, 1st member will be assigned in
the motivation, 2nd and 3rd members will be assigned in the lesson proper and so on).
6. Submit your lesson plan and recorded teaching demonstration thru email or messenger.
7. Put the names of the members in the lesson plan and in the recorded teaching demonstration.
8. Be guided by the scoring rubric below.

Numerical Rate Description

10 Excellent
8 Very Satisfactory
5 Satisfactory
3 Fair
1 Needs Improvement

A. Lesson Planning
1. Lesson objectives are stated clearly in behavioural terms. Lesson is based on the
method chosen.
2. Essential elements of the method chosen are present and equally emphasized and are
arranged in a logical and sequential manner.
3. Learning activities/experiences are variously and creatively provided in consideration
of individual differences of the learners.
4. Questions and follow-up techniques are carefully crafted so as to challenge the
learners to think and participate at maximum.
5. Evaluation and assignment/homework are congruent to the lesson objectives.
Total
B. Lesson Delivery
1. Appearance, eye contact and self confidence
2. Instructional aids and materials are prepared and used appropriately.
3. Mastery of the subject is strongly evident.
4. Smooth flow of the different parts of the lesson is evident.
5. Proper use of technology and method chosen.
Total
Grand Total