COURSE PSCI 505: Use of Technology in Teaching Science

DEVELOPER AND THEIR

BACKGROUND
COURSE DESCRIPTION This course explores technology that has been designed for use in the
classroom. The utilization and evaluation of various technologies and their
appropriateness for the Science curriculum will be emphasized. Students will
identify, develop and apply a variety of technological skills congruent to their
educational technology philosophy. This course also explores how technology
may be used as a tool in the 21st Century Science classroom to facilitate
changes in the ways teachers teach and students learn, and ultimately to
stimulate positive changes in education. It also examines how educators can
increase their own productivity by using technology for communication and
collaboration among colleagues, staff, parents, students, and the larger
community. Students will examine the benefits and possible drawbacks of
technology use in their classroom and learn how to integrate technology
effectively into their teaching as a means to promote student learning.
COURSE OUTLINE COURSE CONTENT/
WEEK
SUBJECT MATTER
Orientation on the TSU Vision, Mission
and Core Values; College of Education
1
Goal and Objectives; Introduction to the
course
2 Science and Technology in the Past,
Technology Integration in Science
3
Classroom
4 Technology Tools in Teaching Science
5 Virtual and Online Learning
6 Blended Learning
7 Open Educational Resources
8 Digital Educational Resources
Methods and Strategies in Science
9
Teaching using Computer Software
10 Using Classroom Technology in Science
Using Science Modules and Lesson
11
Plans
Issues, Views, and Concerns in the
Application of Technology in Teaching
12
Science

Presentation of Different Integrative

13 Learning Strategies using Technology in
Teaching Sciences
Application of Software commonly used
14
in Science Education
15 Computer Software Workshop
16 Major Exams
TITLE SELF LEARNING MODULE AND LESSON PLAN IN SCIENCE
TEACHING.
I. RATIONALE “The kind of learning resources used in schools mirrors the kind of
 education being offered.”
Amidst this global pandemic, members of the education institution
continue to offer quality teaching-learning process. Schools and
teachers produce modules (Self Learning Modules) and continue to use
lesson plan in the form of Weekly Home Learning Plan (WHLP) to
deliver the learning more effectively.
This module was crafted to provide the basics of Self learning
Module (SLM) and Lesson Planning (LP).
It is made to discuss the characteristics and components and how
to create SLM and LP.
INSTRUCTION TO THE This Module is composed of activities, questions, directions,
USERS exercises, and discussions are carefully stated for you to understand
each lesson.
It is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-test is provided to measure your prior knowledge about self-
learning module and lesson planning.
Read the instructions carefully before performing each task.
If you have any questions in using this module or any difficulty in
answering the tasks in this module, do not hesitate to consult and seek
guidance.
Thank you.
PRE-TEST AGREE OR DISAGREE. Directions: Read each question carefully.
Write A if you agree with statement below and D if you don’t.
1. A module provides a learning activity to learners when a
group education or individual education session is not
possible.
2. A module must contain only diverse concept.
3. A module must be written in a clear, correct and simple
language within the full comprehension of the learner
4. A module is crafted to provide learning with maximum
teacher’s intervention.
5. A module must be self-motivating.
6. A lesson plan benefits the teacher only.
7. A lesson plan provides a structured lesson and makes
learners to assimilate easier.
8. A creative introduction to the topic stimulates interest and
encourage thinking.
9. A lesson plan provides records.
10. Modules and lesson plan crafted must be SMART.

II. LEARNING After going through this module, you are expected to:
OBJECTIVES 1. 1. Determine the characteristics and components of module
and lesson plan;
2. State the importance of using module and lesson plan in
 science teaching by giving reflection; and
3. Create a module and lesson plan following the desired
characteristics and components.
I. CONTENT

A. PREPARATPORY ACTIVITIES

PICTOWORD:
1. 2. 3.

4.

B. DEVELOPMENTAL ACTIVITIES

WHAT IS A SELF LEARNING MODULE?

A Self- learning Module (SLM) is a document containing all necessary knowledge for a student
to attain one or more educational objectives independently of the teacher. Using these modules, the
student can take over a large part of his/her training, while the teacher remains available only when
needed. It could be offered in a form of work books, study guides, work stations, video tapes, internet
modules, and computer programs (Santrock, 2009).
It provides a learning activity to learners when a group education or individual education session
is not possible.
It is developed and intended primarily for the use of learners outside the classroom setting and
when classes are disrupted that would limit face-to-face interaction between the learner and the teacher

Characteristics of a Self-Learning Module:

 Each module must contain only one concept.
 A module must be self-motivating.
 A module must contain self-teaching and self - learning materials which enable the students to
work independently with minimum teacher assistance.
 The objectives, materials and activities must be properly and logically sequenced: Specific,
Measurable, Achievable, Relevant and Time-based (SMART).
 A module must be written in a clear, correct and simple language within the full comprehension
of the learner

SELF LEARNING MODULES INSTRUCTIONAL DESIGN

COMPONENTS OF SLM

I. PRELIMINARIES:
A. Cover Page – contains the grade level, the DepEd logo, the cover
photo, learning area, quarter module number and title.

B. Inside Front Cover - contains the developmental team and the limitations of
the learning material.

C. Title Page - contains the learning area, quarter module number and title.

D. Overview/Introductory Massage
learning objectives.

II. MAIN COMPONENTS:

A. WHAT I NEED TO KNOW  gives you an idea of the skills or
competencies you are expected to
learn in the module
 anchored on the learning
competencies.
 informs the learners of the expected
outcomes

B. WHAT I KNOW  includes an activity that aims to check what you

already know about the lesson to take.
 at least 10 items

C. WHAT’S IN  a brief drill or review to help you link the current lesson
with the previous one.

D. WHAT’S NEW  introduces the new lesson in various ways; a story, a

song, a poem, a problem opener, an activity, or a
situation.

E. WHAT IS IT  provides a discussion of the lesson which aims to help

the learner discover and understand new concepts and
skills;
 sufficiently develops the MELCs intended for learning
area and grade level;
 logically-developed and organized;
 suitable to the learner’s level of development, needs,
experience and context free from any type of error and
 cognizant of intellectual property rights
F. WHAT’S MORE  comprises activities for independent practice to solidify
 your understanding and skills of the topic
 developmental and age appropriate
 varied and involves self-check exercises
 3 Activities composed of at least 5 items each

G. WHAT I CAN DO  provides an activity which will help you transfer your
new knowledge or skill into real life situations or
concerns.
 differentiated performance tasks based on the learners’
multiple intelligences, learning styles and readiness
levels

H. WHAT I HAVE LEARNED  processes what had been learned by the learners.

I. POST ASSESSMENT  processes what had been learned by the learners.

J. ADDITIONAL ACTIVITY  processes what had been learned by the learners.

WHAT IS A LESSON PLAN?

It is the teacher’s road map of what students need to learn and how it will be done effectively
during the class time. Before you plan your lesson, you will first need to identify the learning objectives
for the class meeting.

KEY COMPONENTS:
 Objectives for student learning.
 Teaching/learning activities.
  Strategies to check student understanding.

PURPOSE of a Lesson Plan?

Steps for Preparing a Lesson Plan:

1. Outline learning objectives
 determine what you want students to learn and be able to do at the end of class.
 rank them in terms of their importance.
2. Develop the introduction.
 develop a creative introduction to the topic to stimulate interest and encourage thinking.
 use a variety of approaches to engage students (e.g., personal anecdote, historical
event, thought-provoking dilemma, real-world example, short video clip, practical
application, probing question, etc.).
3. Plan the specific learning activities
 Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning
styles.
4. Plan to check for understanding.
 Think about specific questions you can ask students in order to check for understanding,
write them down, and then paraphrase them so that you are prepared to ask the
questions in different ways. Try to predict the answers your questions will generate.
Decide on whether you want students to respond orally or in writing.
5. Develop a conclusion and a preview.
  Conclude the lesson not only by summarizing the main points, but also by previewing
the next lesson. How does the topic relate to the one that’s coming? This preview will
spur students’ interest and help them connect the different ideas within a larger context.

What is a Daily Lesson Log?

Daily Lesson Log or DLL is a template used by teachers to log parts of their daily lesson/classes. It
covers a day's or a week's time of lessons and contains 6 components- objectives, content, learning
materials/resources, procedures, remarks and definition of terms.

7 E’s of Lesson Planning

The 7E instructional model is an inquiry-based learning which can enliven and enhance the
skills of learners during the educational process. This makes pupils responsible for their own learning, so
it helps them develop group process skills while they are gaining content knowledge. There are seven
stages which include elicit, engage, explore, explain, elaborate, evaluate and extend.
Elicit: This part includes recalling the
previous lesson. This is where a
teacher will find out what the learners
already know.
Engage: During this stage, the
learners mentally focus on an object,
problem, situation, or event. The
activities of this phase should make
connections to past and future
activities. The associations depend
on the learning task and may be
conceptual, procedural, or behavioral.
Asking a question, defining a
problem, showing a discrepant event,
and acting out a problematic situation
are ways to engage the students and
focus them on the instructional
activities. The role of the teacher is to present a situation and identify the instructional task. The teacher
also sets the rules and procedures for the activity.
Explore: During the explore stage, pupils should be given opportunities to work together without direct
instruction. The teacher should act as a facilitator helping students to frame questions by asking
questions and observing. The learners should be puzzled. This is the chance for them to test predictions
and hypotheses or form new ones, try alternatives and discuss them with peers, record observations and
ideas and suspend judgment. Exploration activities are designed so that all pupils have common,
concrete experiences upon which they continue building concepts, processes, and skills. This phase
should be concrete and meaningful for the learners. The aim of exploration activities is to establish
experiences that teachers and learners can use later to formally introduce and discuss scientific and
technological concepts, processes, or skills.
Explain: In this stage, pupils should be encouraged to explain concepts in their own words; ask for
evidence and clarification of their explanation; listen critically to one another's explanation and those of
the teacher. The pupils should use observations and recordings in their explanations. The teacher should
provide definitions and explanations using the learners' previous experiences as a basis for discussion.
The process of explanation provides the pupils and teacher with a common use of terms relative to the
learning experience. The key to this phase is to present concepts, processes, or skills directly, and then
continue to the next phase.
Elaborate: It is important to involve the pupils in further experiences that apply, extend, or elaborate the
concepts, processes, or skills after they have an explanation of their learning tasks. Some may still have
misconceptions, or they may only understand a concept in terms of the exploratory experience.
Elaboration activities provide further time and experience that contribute to learning.
Evaluate: Evaluation should take place throughout the learning experience. Pupils should also assess
their own learning. At some point, it is important that students receive feedback on the adequacy of their
explanations. Informal evaluation can occur from the beginning of the teaching sequence. The teacher
can complete a formal evaluation after the elaboration phase. This is the phase in which teachers
administer tests to determine each learner's level of understanding. This also is the opportunity for pupils
to use the skills they have acquired and evaluate their understanding.
Extend: The learners should apply concepts and skills in new but similar situations, and use formal labels
or definitions. Explore strategies apply here as well because the pupils should be using the previous
information to ask questions, offer solutions, formulate decisions, experiment, and record observations.

SAMPLE DAILY LOG:

https://www.slideshare.net/LarryMar0717/2-nd-dlldemooct812

A. CLOSURE ACTIVTIES Explain the diagram below:

III. SYNTHESIS / Enumerate and differentiate the components of a Self-Learning

GENERALIZATION Module.
IV. EVALUATION Create a Daily Lesson Log using the template provided.

https://www.slideshare.net/LarryMar0717/2-nd-dlldemooct812-
249854146

ASSIGNMENT / Craft a Self-Learning Module using the prescribed components on the

AGREEMENT discussion.
REFERENCES Doregios, Neil, Rachel Molos, and Jasmin Nor. "SELF-LEARNING
 MODULES". Prezi.Com, 2014.
https://prezi.com/ektfkqtfvwir/self-learning-modules/.

Heramil, Mary Grace R, and Allen Angelo Alabat. "SELF LEARNING

MODULES". Prezi.Com, 2016.
https://prezi.com/8paexaiiete_/self-learning-modules/

7E’s of Lesson Planning.

https://www.pressreader.com/philippines/sunstar-baguio/20180220/281
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