Professional Documents
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Attachment: Target
Attachment: Target
Attachment: Target
LEARNING EPISODE 11
Delivering My Lessons
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further learning
and for collaborating with others in a diverse society and a rapidly changing world. The process of
instructional delivery involves applying a repertoire of instructional strategies to communicate and
interact with students around academic content and to support student engagement. (Innovation Lab
Network State Framework for College, Career and Citizenship Readiness, and Implications for State
Policy.
The mode of delivery is an important consideration when designing learning activities that will
support students to develop the skills, knowledge and understandings required to achieve the intended
learning outcomes (ILOs), which will be assessed. The delivery of instruction must also be responsive
and relevant to the need of the items.
These are the various Learning Diversity Modalities from the Department of Education.
Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher and
the learners who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows learners to use self-learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the
learner and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides
and other study materials.
Blended Learning
This refers to a learning modality that allows for a combination of face-to-face and online
distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face and TV/Radio-
based Instruction (RBI), and face-to-face learning and a combination with two or more types of
distance learning.
Source/reference:
https://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery Modalities for
School Year 2020 – 2021. DepEd Order No. 011, s. 2020, Revised Guidelines on Alternative Work
Arrangement
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field work, practicum or off site.
Source:
https://www.google.com/search?q=gagnes+9+events+of+instruction&oq=&aqs=chrome.5.69i59i450l8.655
958457j0j15&sourceid+=chrome&ie=UTF-8
Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is assigned
to you. Consult your Resource Teacher if your plans are ready for implementation or your assistance is
needed in any part of the lesson.
Using Robert Gagne’s Nine Events of Instruction, what did you notice in the following
segments of learning:
How did the students react to the activities/ various elements to arouse their interest?
Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
How did the new learnings relate with what they really know?
Did you notice some students who needed assistance? What did you do?
Did the students find difficulty in applying the theories/ concepts learned to real life?
What pieces of evidence can prove that the students had retention of learning?
ANALYZE
After planning your lesson(s) you may be requested by your Resource Teacher to deliver the
lesson(s). your Resource Teacher will use a classroom observation sheet to evaluate the delivery of
your lesson(s) Schools use different tools in rating classroom/ online observations. Below is an example
of a classroom observation form/ sheet.
Shows enthusiasm
4. Teaching Methods and
Strategies
Utilizes relevant teaching
methods/ strategies
Demonstrates leadership
ability; maintains discipline and
control
Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support/Assistance to
Students
Assists students with
academic problems
Maintains professional
distance and professional
appearance
10. Physical Aspects of the
Classroom
Oversees the physical
attributes of classroom (light,
ventilation, acoustics)
Source: https://www.isu.edu>pdfs>faculty-staff-docs
Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?
1. OBSERVE
Problems/ challenges I encountered in delivering my lessons
2. REFLECT
I hope to achieve to address these problems and challenges by
3. PLAN
Some strategies/solutions/means that I can employ to improve these situations/ problems
4. ACT
ATTACHMENT
LEARNING EPISODE 12
Selecting Non-digital or Conventional Resources and Instructional Materials
We choose the most appropriate or suitable resources or instructional materials based on our
lesson objectives or learning outcomes. Even when technology-based educational materials abound, the
teacher still needs to be component I selecting and developing resources and materials that are not
ICT-based. Teachers should know how to be resourceful in tapping non-digital or conventional
resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some pages
to Edgar Dale’s Cone of Experience. It is a classic model articulating the different types of audiovisual
materials and how these audiovisual types relate to each other. Seventy-five years ago, in 1946, Dale
already identified ten classifications of instructional materials, which remain to be relevant today,
namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4)
Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio/Recordings/Still Pictures;
(9) Visual Symbols and (10) Verbal Symbols.
According to Dale, “The cone device is a visual metaphor of learning experiences, in which the
various types of audiovisual materials are arranged in the order of increasing abstractness as one
proceeds from direct experiences.” As such, the Cone of Experience can be seen more as a continuum,
not just a hierarchy. It is a way to see instructional materials in a continuum from increasing
concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2. Iconic – which
involves pictures and images; and 3. Symbolic – which involves symbols like letters and numbers. Both
the teachers and students make representations of knowledge. The teachers, when they teach or
impart knowledge, and by learners when they show or demonstrate what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance, during
the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations.
As your work on this episode, remember that you take the role of an FS student now
participating and assisting in the work of selecting non-digital or conventional resources and
instructional materials. You are not simply a detached observe, but you are now a participant as well.
You are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can be a
new way of doing things? Then focus on finding out the answers to these questions. That as a teacher,
you can always find ways to do things better and more effectively. Also, aim to develop the confidence
to try and initiate to continuously improve your skills.
Revisit the Infographics on the Dale Cone of Experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will prepare you
to perform well in this episode. Go FS student, go!
1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task for
this episode is for you to assist the teacher by providing suggestions on resources and materials
that the teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You will also
need the learning objectives/outcomes for this lesson. Some teachers may instruct you to write
a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or conventional
resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
Videos
Visual/photos
As the situation would permit, try out the resources/ materials with the students. Be sure to
follow the steps on using instructional materials found in the Infographics section of this
Episode.
NOTICE
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
What would you have done differently? What would I change? What will make it better next time?
How does this connect with what you know about selecting and using instructional materials?
REFLECT
2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?
3. What can I do to learn more about and practice the use of resources and instructional
materials?
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic to explore for action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what problematic
situation/challenges/area of improvement did I find?
REFLECT
2. List at least three sources that you have read about this problem/challenge/ area of
improvement
Resource or Reference about the Topic Key points/ findings I what I need
REFLECT
PLAN
2. If you will conduct action research, what will be the title (Base this on your answer in
nos. 1-3):
ACT
3. What strategies/solution/means can you employ to improve the situation / solve the
problem?
ATTACHMENT
LEARNING EPISODE 13
Utilizing Applications (Apps) for Teaching and Learning
An app, (a shorter way of saying application) is a kind of software which can be installed in
various gadgets – a desktop, laptop, smartphone, and tablet. There are thousands of apps, each with
specific functions. A wide range of functions among others includes, ordering food, getting a ride,
getting a date, doing bank transaction and even praying and meditating. Now, there are those that are
directly useful for teaching and learning which can be referred to as educational apps. Whether the
class is face-to-face, blended, or fully online, a vast number of apps can truly enhance the teaching-
learning process.
The judicious use of apps can make the teaching-learning process more effective, efficient, and
equally important, more fun and satisfying for both the teacher and the students. The teacher can use
apps in the different stages of planning, preparation, implementation and assessment. Teachers use
apps to prepare high-impact presentations that help them deliver content. Teachers also use apps to
motivate students to participate, resulting in greater and more enjoyable engagement. Apps are also
used to assess, document and report performance and achievement.
Your task in this episode is to demonstrate your skills in choosing and using appropriate
applications, enhancing both the delivery of content and the learning and mastery of the
students. You will accomplish this as you participate and assist in your resource teacher’s class.
Whether the class is purely online or blended, carefully observe how the teacher utilize apps for e-
learning.
An excellent guide for choosing applications to enhance teaching and learning is the Padagogy
Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier precursors, but
this model appears to be the most comprehensive so far. The model aligns the applications to four
essential levers. The apps’ selection considers what attributes the students will develop, student
motivation, tapping higher-order thinking skills as articulated in Bloom’s taxonomy and what level the
app will be used in the SAMR Model. You will recall this from your previous technology class and surely
learn even more this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.
It is also most likely that you have experienced learning using many of these apps as a student.
The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google docs,
Flipgrid, etc. and then, some apps are for specific levels and learning areas. For example, there are
hundreds of apps for preschoolers of kindergarteners, like storybooks apps, alphabet and number apps,
etc. at the same time, there are apps for math, reading, science for primary, intermediate and
secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now participating
and assisting in the work of selecting and using apps for more effective teaching and learning. You
are inching closer to shifting the role from being a student to being the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice what
is going well? Or what can be missing; what can be improved? What can be a new way of doing things?
Then focus on finding out the answers to these questions. This is to develop in you the disposition as a
teacher-researcher. That as a teacher, you can always find ways to do things better and more
effectively. Also, aim to develop the confidence try and initiate to continuously improve your skills.
Revisit the Pedagogy wheel infographics that follow. The links and QR codes are provided. Once
you have downloaded, enjoy exploring what powers these apps have by clicking their icons directly from
the Padagogy wheel. An infographic on Choosing Apps for teachers is also included. Exciting!
“With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to
specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit
with the wheel during lesson planning to find tools that will best aid their students or use them during
class time to extend or deepen learning towards a specific 21 st-century skill or content area. This
connection of theory, practice, and application make the Padagogy Wheel an invaluable resource that
should be on the wall of every classroom.”
Matt Harris, Ed. D.
#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Padagogy wheel for Android or
Apple apps. Once you pen the PDF, you will see that all the apps are already hot-linked. You can readily
explore by clicking on the icons. For Android they connect to the Google Play site. For Apple iOS they
connect to the web preview pages and will open your iTunes.
Participate and Assist
Before you participate and assist in tasks related to apps, first enumerate the apps you already
know and have probably tried. Explore the Padagogy Wheel and learn at least five more. Fill out the
table below.
1. Interview your FS resource teacher on her experience in using the apps for teaching and
learning.
2. Ask the teacher how can you participate or assist in work involving the use of applications in one
or more of these tasks:
Preparing materials,
Doing a motivational activity,
Delivering a lesson,
Engaging the learners to respond
Giving an assignment,
Making learners practice a skill,
Making the learners collaborate and
Managing the class-checking of attendance.
The more opportunities to observe participate and assist, the better.
Level/ Grade of the Class:
Lesson/Topic:
Apps you plan What is the use or purpose of using Explain why you selected the app,
to utilize in the the app. Describe how you or the based on the five criteria of
lesson teacher will use each. developmental appropriateness,
motivation, instructional design,
engagement and accessibility
How does this connect with what you know about selecting and using apps?
After you participated or assisted in the use of apps in teaching-learning, describe what you
observed and experienced by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated
and assisted.
ANALYZE
What worked well during the activity using the apps?
What would you have done differently? What would I change? What will make it better next time?
How does this connect with what you know about selecting and using apps?
REFLECT
3. What can I do to learn more about and practice the use of educational apps?
WRITE Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic for action research.
OBSERVE
List at least three sources that you have read about this problem/challenge/area of improvement.
Resource of Reference about the Key points/ findings in what I read
Topic
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?)
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the problem/
ACT
4. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-3):
Write on my Artifacts
The learning environment has recently radically changed. No one would have anticipated that a
pandemic would shift the four corners of the brick-and-mortar classroom to the four corners of a
computer screen, a tablet, or even a cell phone! While we believe teachers should be competent in
organizing and using resources in a physical classroom, a future teacher must be adept in utilizing
technology to set up, design, work and teach in a virtual classroom.
LMS is a course organizer software. It helps teachers plan, create, manage, and deliver online
education programs (Habulan, 2016.) The most common ones are Canvas, Moodle, Google Classroom,
Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online classroom.
These features and functions are called by different names depending on the LMS platform.
Below are some of the LMS common features and the functions and tasks that teachers are
able to use:
In this episode, consider what you learned in your technology class about the TPACK model. An
effective teacher has technological, pedagogical and content knowledge, TK, PK and CK. In planning,
setting up, and utilizing a virtual environment through an LMS, these three components interface. You
need to have content mastery of what you will teach (CK). You also need to know how to facilitate the
teaching-learning process from beginning (gaining students’ attention) to end (assessment and transfer)
(PF); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content using the
most appropriate pedagogical strategies in the context of a virtual learning environment, and the
learners achieve the learning outcomes, boom! You have successfully interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. As an FS
student, participate and assist well in organizing and using the learning management system as you apply
your technological, pedagogical and content knowledge (TPACK). Be attentive to your role as a future
teacher-researcher as well. Continually discover more effective ways of interfacing TPACK. When you
do, you will become a teacher that initiates well-thought-of ways to improve and enhance virtual
teaching and learning.
Revisit the infographic on TPACK and how it relates to Learning Management Systems (LMS).
You may open the LMS sites on the internet to see how they are structed. You can try-out how the
different functions and tools work. It will help you recall and focus once more on the various learning
management systems that serve as platform for virtual classrooms.
REVISIT the Infographic/s
Participate and Assist
Subject:
Lesson or Topic:
Which LMS did the teacher use: Use one or more that were used.
Moodle
Schoology
Google Classroom
Edmodo
Genyo
See Saw
others
What tasks did you participate or assist in? fill out the table below.
What components or parts were present in the Under these LMS components or parts, what
LMS used by the teacher? tasks did you participate/assist in?
NOTICE
After you participated or assisted in the LMS, describe what you observed and experienced by
answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?
2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?
ANALYZE
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
2. How did the teacher/ or you use the LMS to implement the strategies/activities planned?
3. How did this connect with what you know about LMS and TPACK?
4. What problem or challenges did the teacher/you or the students encounter in working with the
LMS? How did it/they affect the teacher/learners? What part/s of the LMS do you think can
still be improved? How can this/these be improved?
REFLECT
2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual learning
environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
This part allows you to synthesize or put together what you noticed, analyzed and reflected on
to come up with a possible topic for action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using an LMS?
List at least three sources that you have read about this problem/challenge.
PLAN
2. What strategies/solution/means can you employ to improve the situation/solve the problem?
ACT
3. If you will conduct action research, what will be the tile (Base this on your answers in nos. 1- 3):
Work on my Artifacts
ATTACHMENT
LEARNING EPISODE 15
Utilizing Web-Conferencing Apps for Synchronous e-learning
The call of times has made it more necessary for future teachers like you to develop skills in
planning, implementing and managing remote learning. One form of remote learning is done online. Online
remote learning can be done synchronous, where the teacher and students meet and interact in real
time and asynchronous, when learning is supported by prepared materials and there is no real time
interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes, you will
need to use wed-conferencing apps. Some LMS already have these embedded; some do not. You will
need to know how to access, evaluate and utilize the features and functions of apps like Zoom, Google
Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again, as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that can
guide you is the Community of Inquiry Model (COI). This model identified the “essential elements in
an educational experience.” These elements are (1) the teaching presence, which is about basic teaching
tasks; (2) the social presence, which focuses on establishing a sense of belonging to a community; and
(3) the cognitive presence, which fosters critical thinking and engagement.
While the educational experience referred to in the COI model may also refer to face-to-face
modality, in this episode, you will use the COI model and its three elements in the context of online
learning, specifically the synchronous class. Review the COI and the three presences through the
infographics in this episode. We also included an infographic on the most common web-conferencing
apps.
As you work on this episode, continue to take the role of a keen observer and an explorer who
seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher
agency, which is the teacher’s capacity to create impact and exert power.
REVISIT the Infographic/s
Participate and Assist
NOTICE
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it was utilized in class.
2. How was the content taught delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students
respond to the teacher? To the activities?
3. What was your experience in participating and assisting in synchronous classes? What were your
thoughts and feelings while you participated and assisted?
ANALYZE
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use the
web-conferencing app to establish: (Describe in detail.)
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous
classes do you think can still be improved? How can this/these be improved?
REFLECT
3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic for action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using a web-conferencing app for synchronous learning?
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
.
REFLECT
What do I hope to address the problem/challenge/area of improvement in a web-conferencing
app use? What change do you want to achieve?
PLAN
2. If you will conduct action research, what will be the title (Base this on your answers in nos. 1- 3):
ACT
3. What strategies/solution/means can you employ the situation/solve the problem?