Adaptive Design for Learning Assignment Template
The instructions and templates for each of the assignments are included in the
READ ME FIRST
Welcome to the ADL Course
Assignment Template!
Throughout the course, you will be
asked to complete 5 assignments.
1. Assignment # 1: Initial Brainstorm on About the Course
(ADL Principles)
2. Assignment # 2: Designing the Course Structure
3. Assignment # 3: Creating your Assessments
4. Assignment # 4: Curate and Create Content
5. Assignment # 5: Design Learning Experiences
6. Assignment # 6: Reflection and Evaluation
following pages of this document. When you have completed each of the
assignments, you may submit this template in our course on Canvas (Click on
Assignments, then find the corresponding assignment and click on it to submit).
In submitting a particular assignment, you may submit this template with the
others remaining blank. For example, when submitting assignment # 2, you would
not have filled up the portion on assignment 3-5 yet, that’s okay. Submit the
document while leaving those portions blank.
If you are working with a group, only 1 member of your group will need to submit
for everyone.
If you have any questions:
About course content and requirements - Please contact your coach
About Canvas - Please email salt@ateneo.edu
Good luck!
Adaptive Design for Learning Assignment Template

ASSIGNMENT # 1: INITIAL BRAINSTORM

How can the ADL Principles discussed in Module 1 be applied to designing your class/course?
List down as 1-2 concrete ideas as you can in the second column. You may also want to include potential issues and challenges that you foresee in applying the ADL principles. If you feel any
principle may not be suitable to your course, do say so and state your reasons .

ADL PRINCIPLES HOW TO APPLY TO YOUR DESIGN

ADAPTABILITY IN DELIVERY • Asynchronous Learning: Online courses, email, blogs, online board discussion boards, LMS, or webinars

• Synchronous Learning: Online via live webinars, instant messaging and virtual classrooms

ADAPTABILITY IN DESIGN • Digital packets: Learning resource materials/modules in multimedia (slides, video and audio files), e-learning
material (Free access to OERs (Open Educational Resources)

• Access to Learning Portals (LMS)

• Viewable in various devices

ACTIVE & INTERACTIVE LEARNING • Explore third-party learning tools to create a robust active learning experience.

• Do a test-run of each activity you plan to use, preferably following a CTL (Collaborative for Teaching and Learning)
approach

• Utilizes online apps for fun quizzes about the given topics (i.e., Kahoot)

CONTENT + COACH + COMMUNITY • It builds on In-context, embedded learning

Adaptive Design for Learning Assignment Template

• It allows customization for discussion and modularity between student and coach and student and community

ASYNCHRONOUS > SYNCHRONOUS • Offers flexibility as learners go at their own pace.

• Scales training as you can train thousands of learners at once.

• Emphasize on asynchronous activities by allotting more time in the schedule for offline work

MODULARITY • Better evaluation and more focused revision and improvement

• Courses that are already in modular format are ultimately more flexible and easier to convert for delivery.
Adaptive Design for Learning Assignment Template

ASSIGNMENT #2-#6: ADL-University of Cebu Course Guide/Lesson Guide

Please visit the Canvas Course for a more detailed description of the assignments

SUBJECT FS 2 (Participation and TEACHER(S) Mr. Rennil S. Bornia

Teaching Assistantship) Ms. Chesska Carla Moreno
Mrs. Ruth Donata Mijares

GRADE LEVEL 4th Year Education Major SHS STRAND(S) (if applicable) N/A

ASSIGNMENT # 3
ASSIGNMENT # 2
Include at least 1 sample authentic/summative assessment
only for 1 term (1 sem for higher ed and SHS, 1 quarter for basic ed.) and 1 sample formative (describe format and sample
questions/instructions)

Time
Course Intended Learning Objectives/
frame/Date/Est
Semester Learning Outcome/ Topic/s: ASSESSMENT
imated Learning Learning Competencies
Performance Standards Time
(PS)* (Knowledge/Skills/Attitudes)
(in hours)

▪ Demonstrate Unit 1 – Exploring the Week 2-3 Formative Assessment:

First ▪ Observe best practices in the effective
knowledge of Curriculum
Semester (2 hours per implementation of the curriculum. In two-to-three pages synthesis paper discuss your
learning A. Concepts of
week) ▪ Prepare and accomplish matrix on the answers to the questions focusing on one of the
environments Curriculum
that motivate evolving meaning of curriculum following aspects of curriculum:
B. Dimensions of
learners to
Curriculum
Adaptive Design for Learning Assignment Template

work - Philosophical ▪ Reflect on the basic principles of A. How can one enrich the curriculum in every
productively - Psychological curriculum content through applying school?
by assuming - Social the different approaches of the B. Why is curriculum important?
responsibility
C. Schools of Thought curriculum.
for their own
learning. in Curriculum
Development

▪ Communicates
clear learning
goals for the
lessons that
are
appropriate
for the
learners. UNIT 2 ▪ Share insights on the implementation
A. Planning, Week 3
of the curricular program at different
Implementing and educational levels
(2 hours per
Assessing the
week) ▪ Describe the importance of
Curriculum
B. Community Linkages community linkages in curriculum
● Identify C. Approaches to development
learning Curriculum Design ▪ Explain the characteristics of each
outcomes that curriculum design model and cite
are aligned situations on how these models are
with learning used in various schools.
competencies.

▪ Classify the lesson/s under the

UNIT 3 Week 4
Bloom’s taxonomy of knowledge and
Adaptive Design for Learning Assignment Template

A. Formulation of (2 hours per Kendall’s and Marzano’s domain in

Objectives in week) learning objectives
Curriculum ▪ Reflect on what lesson is more
● Adapt Development meaningful and relevant based on the
differentiated B. Educational Aims domains of knowledge and learning
teaching to and Objectives activities.
suit the C. Sources of
learners’ Educational Objectives
cognitive level
● Communicates
clear learning
goals for the
lessons that
are
appropriate
for the
learners.

● Identify ● Evaluate the level of learning

UNIT 4 - Learning Week 5 - 7
learning outcomes based on the revised
Assessment Strategies
outcomes that Bloom’s Taxonomy and DepEd’s KPUP
are aligned ● Construct a Table of Specification
A. Assessment Tools in
with learning based on the quarterly learning
the Learning
competencies competencies in the K-12 Curriculum
Environment
● Adapt Guide
differentiated B. Classification of
● Collaborate with a peer and a mentor
teaching to Identified Assessment
to determine if the assessment tools/
suit the Tools Used in the
Adaptive Design for Learning Assignment Template

learners’ Classroom tasks are aligned to the level of

cognitive level C. Evaluation of Sample learning outcomes
Selected Test Items
Used

● Identify
UNIT 5 Week 8 – 9 Formative Assessment:
learning
A. Differentiate ● Draw concrete examples of
outcomes that Write a two- to-three paragraph reflection paper,
Conventional, conventional, authentic, and
are aligned answer the following questions:
Authentic and alternative assessment tools
with learning
Alternative Assessment ● Interview a Resource Teacher on the 1. What happens when your assessment method
competencies
Tools gaps of application of the basic and tool do not match with your domain of
● Selects
teaching B. Benefits/Challenges principles of assessment in the learning?
methods, Experienced by teaching- learning process
learning Teachers on the Use of ● Confer possible solutions of the
activities, and the Different challenges through a detailed activity
Summative Assessment:
instructional Assessment Tools plan report
materials or
➢ Multiple Choice Test Questions from Units 1 - 5
resources
appropriate to (Sample Question)
learners and
Directions: Choose the letter of the correct answer in a
aligned to the
objectives of whole sheet of paper.
the lesson
1. Which assessment task works best for language-
smart learners?
A. oral presentation
B. by the use of graphic of organizers
C. dance
Adaptive Design for Learning Assignment Template

D. by demonstration

2. Which type of test measures a student's

thinking, organizing, and written communication skills?

A. Extemporaneous speech
B. Completion type
C. Short answer
D. Essay

3. Performance Test: Psychomotor Skills

Paper-and-pencil test:___________

A. Declarative knowledge
B. Motor skills
C. Procedural knowledge
D. Psychomotor procedures

● Selects ● Describe the various types of

teaching UNIT 6 Week 10 -11
portfolios and their functions
methods, A. Different Kinds of
● Examine the different types of rubrics
learning Tools:
used in relation to Assessment of
activities, and ∙ Product-based
instructional Student Learning
∙ Performance-based
materials or
Adaptive Design for Learning Assignment Template

resources ● Promote meaningful grading reports

appropriate to in every assessment tool through
learners and giving feedback
aligned to the
objectives of
the lesson

▪ Communicates ● Develop a survey questionnaire

clear learning UNIT 7 - On Becoming Week 12 - 13
designed to be used with pre-school,
goals for the a Teacher
elementary, secondary learners to
lessons that A. Characteristics of a
find out and evaluate what personal
are Teacher as a Person
appropriate qualities that make a good teacher.
B. Personal Qualities
for the ● Consolidate and interpret the survey
that Make up a Good
learners. results through presentation making
Teacher
of the summary findings in any form:
Poetry, Music, or Narrative.

● Provides ● Interview a teacher to find out and

UNIT 8 Week 14 - 15
timely and identify what qualities that make up a
A. The Teacher as a
accurate professional teacher.
Professional
feedback to ● Make a professional growth timeline
B. Factors Affecting the
learners for based on the interview and write a
Professional Growth of
them to reflect reflective journal out of the timeline
a Teacher
on given.
C. Professional Growth
Timeline

● Reflects on the ● List the activities in the daily routine of

UNIT 9 Week 16 - 17 Summative Assessment:
relationships the teacher using a table checklist.
A. Responsibilities of a
Adaptive Design for Learning Assignment Template

among the Teacher in the School ● Identify community resources Reflective Journal Writing Compilation
teaching Setting available for use by the teachers in the
Directions: Write a reflection paper about the totality
processes, school through a Rapid Appraisal
B. Community of your experience of Field Study 2. Include also a
skills and the Survey.
Resources Utilized in compilation of your outputs. Order is as follow:
broader forces ● Describe the characteristics of the
Teaching
in order to global teachers guided with a matrix 1. Title Page
C. Qualities of a Global
improve plan. 2. Reflection Paper
Teacher
teaching skills 3. My Vision and Goal as a Teacher
and processes 4. Assessment Tools (e.g. test papers)
● Facilitates 5. Rubrics
learning of 6. Sample Outputs from Students
diverse types 7. Documentation (pictures with your mentor and
of learners in students)
diverse types
of learning Scoring will be based on this rubric:
environments.
(link:
https://drive.google.com/file/d/1TYnmIGadd4NVKffJke
G7hFytaqlS0uGM/view?usp=sharing)

* Choose the course intended Learning outcome or performance standard that are intended for this specific term (semester for higher ed and SHS, quarter for basic ed)
* If the intended learning outcomes/performance standards are already set, you are invited to review it and evaluate it as a competence.
Adaptive Design for Learning Assignment Template

ASSIGNMENT #4 Sample Curated and Created Content

1. Curated Content (an existing video/media that that you can include in the introduction of a topic)

MODULE/TOPIC THIS WILL BE USED FOR: (Title)

K/S/As THIS IS ALIGNED TO: (can be lifted from table above)

LINK TO CURATED CONTENT: (Please upload to google drive or youtube and make sure that the link is set to anyone with the link can view)

INSTRUCTIONS/GUIDE QUESTIONS TO BE GIVEN when you ask students to engage with this material

REASON FOR INCLUDING THIS MATERIAL (What is it in this material that will contribute to engagement?)

2. Created Content (a short video lecture about 1 topic)

MODULE/TOPIC THIS WILL BE USED FOR: (Title)

K/S/As THIS IS ALIGNED TO: (can be lifted from table above)

LINK TO CREATED CONTENT: (Please upload to google drive or youtube and make sure that the link is set to anyone with the link can view)

INSTRUCTIONS/GUIDE QUESTIONS TO BE GIVEN when you ask students to engage with this material

REASON FOR INCLUDING THIS MATERIAL (What is it in this material that will contribute to engagement?)
Adaptive Design for Learning Assignment Template

Note: the template above assumes that the media you create or curate will be uploaded elsewhere - on Google Drive/Dropbox/Youtube, etc. In getting the link, please make sure that the
permission settings are set to "anyone with the link can view".

ASSIGNMENT #5 (Design for 1 module) PART 1

(you may duplicate the table below if you are working on several modules)

MODULE TOPIC: CONTENT (Title)

Learning Objectives/Learning Competencies (K/S/A) (can be lifted from table above)

Time Frame/Duration:

TEACHING-LEARNING ACTIVITIES RELEVANT “ATE” - What is your instructional intention for

having students participate in this activity?
ASYNCHRONOUS ACTIVITIES TOOLS SYNCHRONOUS ACTIVITIES TOOLS
Adaptive Design for Learning Assignment Template

ASSIGNMENT #5 (Design for 1 module) PART 2

Please set-up 1 Module from the design above on a learning management system. In doing so, make sure to include the necessary transition statements, instructions and questions. Design
the module on the LMS assuming that it will be ready for actual students to go through. Please include screenshots or a link where your coach can access your course below.

ASSIGNMENT #6 (Design for 1 unit/module)

1. Look through the unit/module which you just submitted and name one way in which you made it more accessible. Remember, this can be by providing a pdf transcription of a video or a
handout of the online page, etc. If you did not indicate this in the course you designed, name one way that you could provide for this in a future run of this course.

2. In module 6, we emphasized the importance of having a well-thought out Introduction Module. What are 3 things that you will need to make sure is included in your introductory module?