1 EDUC 1 1 MODULE
TITLE 1: TEACHING INTERNSHIP actually getting into the real world of the teaching
TOPIC 1.1 Practice Teaching
TOPIC 1.2 Laws and Regulations in the
Teaching Profession
INTRODUCTION
Practice Teaching deals with the theory
and practice through total immersion in actual
classroom teaching in cooperating schools. In this
activity students are expected to apply all the
theories learned in the content and theory
courses into actual teaching, master the
competencies needed as stipulated in the
national Competency-Based teacher Standards
(NCBTS) and in line with the Philippine
Professional Standards for Teachers (PPST), and
demonstrate and practice the professional and
ethical requirements in the teaching profession.
Moreover, future teachers should also
know, understand and apply the existing laws and
regulations in the teaching profession as they
practice their teaching job. This laws and
regulations are stipulated in RA 4670- Magna
Carta for Public School Teachers, Resolution 435,
1997- Code of Ethics for Professional Teachers,
DepEd Order No. 14, s.2015- Hiring Guidelines
for Teacher 1 positions Effective SY 2015-2016,
and DepEd Order No. 42. S.2017- National
Adoption and Implementation of the Philippine
Professional Standards for Teachers.
1. TEACHING INTERNSHIP/ PRACTICE
TEACHING
Teaching Internship plays a vital role to your
success as a professional teacher. It gives you
the opportunities to apply what you have learned
in actual classroom practice. It provides you roles
and functions to perform effectively in various
settings; it empowers you to perform your roles in
your respective level, subject area and discipline
as well as to prepare you for personal and
professional advancement. It gives you the
chance to work under a second teacher who shall
serve as your mentor; and it allows you to interact
with professionals which shall give you more
insights in the field of teaching (Lim
Borabo,2018).
Practice Teaching is an important component
towards becoming a teacher. It provides
experiences to student-teachers in the actual
teaching and learning environment. During
teaching practice, a student-teacher is given the
opportunity to try the art of teaching before
profession. Student-teachers also know the value
of teaching practice and they perceive it as the
important aspect of their preparation for the
teaching profession since it provides for the real
interface between studenthood and membership
of the profession.
2. THE 4 PHASES OF INTERNSHIP
Phase 1- Orientation Sessions: With practicum
supervisor, cooperating teacher and principal
 In this phase, the orientations deal with
identifying expectations of the school and that of
the cooperating school. The practicum supervisor,
cooperating teacher or principal introduce to the
practice teachers the school rules and policies,
facilities and resources, school forms, school
personnel and other matters related to school
operations.
Phase 2- Observation and Building
Relationships: Observation of classes, Building
relationship with cooperating teacher, learners
and other teaching support staff.
 This phase includes meeting with the
cooperating teachers and learners, identifying
expectations of the cooperating teacher,
observing how the learners interact with the
teachers, and establishing good relationship with
the cooperating teachers, students and other
support staff in school. In this phase, the practice
teacher extend assistance in the day’s activities.
Phase 3- On Site Tasks: Writing Learning/Lesson
Plans, Creating instructional materials,
Constructing assessment tools, Participating in
school activities/programs, Doing daily teaching
tasks
 In this phase, practice teachers are made to do
activities such as observing classes, writing
lesson plans or daily lesson logs, preparing
instructional materials for classroom instruction,
preparing assessment tools/ tests/ examinations,
helping cooperating teachers in their classes,
substituting classes with CT’s supervision and
mentoring, designing instructional/bulletin boards;
joining in school curricular or non-curricular
activities, and any other daily routinary tasks.
Here, practice teachers work well with the
cooperating teachers.
Phase 4- Final Demonstration and Accomplishing
Exit Forms: Executing final demonstration lesson
2 EDUC 1 1 MODULE

and accomplishing evaluation forms and exit inflicting school pranks, teasing, fighting and the
clearance use of available objects as weapons;

 This final phase aims at engaging practice b. Any act that causes damage to a
teachers in classroom demonstration and in doing victim’s psyche and/or emotional well-being;
tasks related to conclusion of internship. Practice
c. Any slanderous statement or accusation
teachers prepare lesosn plans/ daily lesson log
that causes the victim undue emotional distress
for specific or grand classroom demonstration,
like directing foul language or profanity at the
which is considered to be the culminating activity
target, name-calling, tormenting and commenting
on classroom teaching. Evaluation of the
negatively on victim’s looks, clothes and body;
exposure/ immersion is also done here.
and
Documents and forms are finalized; Teaching
Portfolios are organized and submitted to the PT d. Cyber-bullying or any bullying done
coordinators for recording/grading purposes. through the use of technology or any electronic
means.
3.1 RESOLUTION 435, 1997 CODE OF ETHICS
FOR PROFESSIONAL TEACHERS 3.3 REPUBLIC ACT 7877 ANTI-SEXUAL
HARASSMENT ACT OF 1995
Excerpts from Resolution 435:
Excerpts from RA 7877:
PREAMBLE: Teachers are duly licensed
professionals who possesses dignity and SEC. 3. Work, Education or Training-related
reputation with high moral values as well as Sexual Harassment Defined. – Work, education
technical and professional competence in the or training-related sexual harassment is
practice of their noble profession, they strictly committed by an employer, employee, manager,
adhere to, observe, and practice this set of ethical supervisor, agent of the employer, teacher,
and moral principles, standards, and values , instructor, professor, coach, trainor, or any other
person who, having authority, influence or moral
The Code of Ethics for Professional Teachers
ascendancy over another in a work or training or
serves as guide for teachers specifically to new
education environment, demands, requests or
teachers for them to exhibit proper behavior to the
otherwise requires any sexual favor from the
learning community at all times. It is imperative
other, regardless of whether the object of said Act
that teachers observe and practice this set of
accepts the demand, request or requirement for
ethical and moral principles, standards, and
submission
values.
3.4 REPUBLIC ACT 4670 THE MAGNA CARTA
3.2 REPUBLIC ACT 10627 ANTI-BULLYING
FOR PUBLIC SCHOOL TEACHER
ACT OF 2013
Excerpts from RA 4670:
Excerpts from RA 10627:
Sec. 1. Declaration of Policy. It is hereby declared
SEC. 2. Acts of Bullying. For purposes of
to be the policy of this Act to promote and
this Act, “bullying” shall refer to any severe or
improve the social and economic status of public
repeated use by one or more students of a
school teachers, their living and working
written, verbal or electronic expression, or a
conditions, their terms of employment and career
physical act or gesture, or any combination
prospects in order that they may compare
thereof, directed at another student that has the
favorably with existing opportunities in other walks
effect of actually causing or placing the latter in
of life, attract and retain in the teaching profession
reasonable fear of physical or emotional harm or
more people with the proper qualifications, it
damage to his property; creating a hostile
being recognized that advance in education
environment at school for the other student;
depends on the qualifications and ability of the
infringing on the rights of the other student at
teaching staff and that education is an essential
school; or materially and substantially disrupting
factor in the economic growth of the nation as a
the education process or the orderly operation of
productive investment of vital importance.
a school; such as, but not limited to, the following:
3.5 DEPED 40 S.2012 CHILD PROTECTION
a. Any unwanted physical contact between
POLICY
the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, Excerpts from DepEd 40 s 2012:
3 EDUC 1 1 MODULE
Section 2. – Statement of Policy. Pursuant to the
1987 Constitution, the State shall defend the right
of children to assistance, including proper care
and nutrition, and special protection from all forms
of neglect, abuse, cruelty, exploitation and other
conditions prejudicial to their development (Article
XV, Section 3 [2]).
REVIEW OF CONCEPTS
1. Teaching Internship plays a vital role to your
success as a professional teacher. It gives you the
opportunities to apply what you have learned in
actual classroom practice. It 8 provides you roles
and functions to perform effectively in various
settings; it empowers you to perform your roles in
your respective level, subject area and discipline as
well as to prepare you for personal and professional
advancement. It gives you the chance to work under
a second teacher who shall serve as your mentor;
and it allows you to interact with professionals which
shall give you more insights in the field of teaching.
2. Phases of Internship:
Phase 1- Orientation Sessions: With practicum
supervisor, cooperating teacher and principal
Phase 2- Observation and Building Relationships:
Observation of classes, Building relationship with
cooperating teacher, learners and other teaching
support staff. Phase 3- On Site Tasks: Writing
Learning/Lesson Plans, Creating instructional
materials, Constructing assessment tools,
Participating in school activities/programs, Doing
daily teaching tasks
Phase 4- Final Demonstration and Accomplishing
Exit Forms: Executing final demonstration lesson
and accomplishing evaluation forms and exit
clearance
3. The existing Laws, Regulations and Policies in
the Teaching Profession are guideposts of teachers
in the exercise of their profession. As guideposts,
the laws are meant to be implemented and followed.
TITLE 2: THE LEARNERS AND THE
CLASSROOM
TOPIC 2.1 Understanding Learners Laws
TOPIC 2.2 and Managing Classroom
Structures, Routines, and Rules
INTRODUCTION
Understanding Learners means seeing all
the different things that touch their motivation and
aptitude to learn effectively, and then familiarizing
everything and the learning environment to suit
both learners’ needs and the general
characteristics of a class. Some of the influences
to consider are age, level, culture, language,
strengths and weaknesses, character, interests,
motivation, learning styles and preferences, even
schemata or previous knowledge and ability to
work self-reliantly.
According to Gorman (2019) when you
take steps to understand your class, such as
through observation, discussion and informal
chats, you are able to plan lessons that are more
effective by building on the experience,
knowledge and interests that the learners bring to
the classroom. You are better able to meet your
learners’ emotional needs, and by recognising
and using learners’ interests and talents you help
them to develop a positive attitude towards your
subject.
Managing classroom structures, routines
and rules are likewise essential in teaching and
learning to allow for more systematized and
organized classroom tasks and to ensure
harmony and good relationships between and
among teacher and learners in the classroom.
1. UNDERSTANDING LEARNERS
Diversity of Learners (Borabo, 2018)
Diversity of learners refers to the
differences among students most specially in the
way they learn in a variety of settings, through a
variety of processes with varied outcomes.
Teachers can facilitate the learning
process among diverse learners by first
recognizing and respecting individual differences,
then using the knowledge about students’
differences to design differentiated learning
activities to ensure that all students can attain
desired learning goals. (PPST Domain 3)
The Code of Ethics for professional
teachers, Article VIII, Sec. 3 dictates that “under
no circumstances shall a teacher be prejudiced
nor discriminatory against any learner.”
Learners’ differences stem from many
factors: gender, race, ethnicity, or cultural
backgrounds (nationality, province, language,
intellectual abilities, religions, sexual preferences,
and socio-economic status, needs, interests,
strength and experiences.
 All learners have different ways of thinking,
learning and absorbing.
 Students’ self-awareness is enhanced by
diversity.
 Students’ diversity contributes to cognitive
development. It can also promote harmony.
4 EDUC 1 1 MODULE
 Learners are diverse and subjects must be
taught differently to respond to their needs,
interests, strength and experiences.
 Reach every students at his/her level.
 Assist your students to grow and celebrate
success.
 All learners are worthy of respect and dignity
LEARNERS’ LEARNING STYLES : The VARK
MODEL
Visual Learners
Students who best internalize and synthesize
information when it is presented to them in a
graphic depiction of meaningful symbols are
described as visual learners. They may respond
to arrows, charts, diagrams and other
visualizations of information hierarchy, but not
necessarily to photographs or videos.
Auditory Learners
Auditory (or aural) learners are most successful
when they are given the opportunity to hear
information presented to them vocally. Because
students with this learning style may sometimes
opt not to take notes during class in order to
maintain their unbroken auditory attention,
educators can erroneously conclude that they are
less engaged than their classmates. However,
these students may simply have decided that
note-taking is a distraction and that their
unbroken attention is a more valuable way for
them to learn.
Reading/Writing Learners
Students who work best in the reading/writing
modality demonstrate a strong learning
preference for the written word. This includes both
written information presented in class in the form
of handouts and PowerPoint slide presentations
as well as the opportunity to synthesize course
content in the completion of written assignments.
This modality also lends itself to conducting
research online, as many information-rich sources
on the internet are relatively text-heavy.
Kinesthetic Learners
Kinesthetic learners are hands-on, participatory
learners who need to take a physically active role
in the learning process in order to achieve their
best educational outcomes. They are sometimes
referred to as “tactile learners,” but this can be a
bit of a misnomer; rather than simply utilizing
touch, kinesthetic learners tend to engage all of
their senses equally in the process of learning.
2. CLASSROOM STRUCTURES, ROUTINES
AND RULES
A Classroom Structure/Routine is simply a well-
rehearsed response to a teacher’s directive. It is
one of the teacher’s primary labor-saving devices.
One way to become an effective teacher is to
provide a structure in the classroom. A very
structured learning environment provides many
benefits for the teacher and the learners. As
structured classroom translates to a positive, safe
and secure classroom. Learners enjoy learning in
a safe, friendly and non-threatening environment.
Tips for Providing Structure in the Classroom:
1. Rules and expectations must be set on the first
day.
2. Set high expectations. Explain their
importance.
3. Hold students accountable for their actions in
all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to
understand that every class and every learner is
unique.
6. Be the primary model for your students when it
comes to classroom structure.
7. Be prepared and organized for the class each
day.
8. Build a good reputation/image. This becomes
easier with experience.
REVIEW OF CONCEPTS
 Diversity of learners refers to the differences
among students most specially in the way they learn
in a variety of settings, through a variety of
processes with varied outcomes.
 Visual Learners. Students who best internalize and
synthesize information when it is presented to them
in a graphic depiction of meaningful symbols are
described as visual learners.
 Auditory Learners. They are most successful when
they are given the opportunity to hear information
presented to them vocally.
 Reading/Writing Learners. Students who work best
in the reading/writing modality demonstrate a strong
learning preference for the written word.
 Kinesthetic Learners. They are hands-on,
participatory learners who need to take a physically
active role in the learning process in order to
achieve their best educational outcomes process of
learning.
 A Classroom Routine is simply a well- rehearsed
response to a teacher’s directive. It is one of the
teacher’s primary labor-saving devices.
5 EDUC 1 1 MODULE

1956). This includes the recall or recognition of

specific facts, procedural patterns, and concepts
that serve in the development of intellectual
abilities and skills. There are six major categories
TITLE 3: PLANNING FOR INSTRUCTION of cognitive and processes, starting from the
TOPIC Lesson Planning
simplest to the most complex:

The original version is stated as NOUNS, while

INTRODUCTION
Lesson Plans are indispensable guides in the
daily classroom contacts and communications
between teacher and students. They are written
by the teachers themselves as they are
mandated. Teachers with less than 3 years of
teaching experience are required to make
detailed lesson plans (based on DepED Order
No. 70 s.2012).
There are important considerations in preparing a
developmentally sequenced teaching and
learning. One of the most important thing to the revised version is stated as VERBS- which
consider is the alignment of the learning implies more active form of thinking. The following
outcomes with the competencies to meet the verbs are used in the formulation of
curriculum requirements. ILOs/objectives:

To be able to make a good Learning Plan,

teachers need to have good understanding on
how learning outcomes or objectives are crafted
following the 3 domains of learning and putting in
mind the SMART principle. Knowledge,
understanding and skills in formulating these
objectives will lead to a more refined and well-
prepared lessons for the learners in class.
THE 3 LEARNING DOMAINS
2. AFFECTIVE DOMAIN (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations,
and attitudes. The five major categories are listed
from the simplest behavior to the most complex:

1. The COGNITIVE DOMAIN involves knowledge

and the development of intellectual skills (Bloom,
6 EDUC 1 1 MODULE
3. PSYCHOMOTOR DOMAIN (Simpson, 1972)
includes physical movement, coordination, and
use of the motor-skill areas. Development of
these skills requires practice and is measured in
terms of speed, precision, distance, procedures,
or techniques in execution. 21 Thus, psychomotor
skills rage from manual tasks, such as digging a
ditch or washing a car, to more complex tasks,
such as operating a complex piece of machinery
or dancing.
The seven major categories are listed from the
simplest behavior to the most complex:
Learning Outcomes or objectives should be
formulated using the SMART principle. Thus,
check for the alignment of your learning outcomes
or objectives and ask if they are:
• Specific
• Measurable
• Attainable
• Result-Oriented/Realistic/Relevant
• Time Bound
LESSON PLANNING
Lesson Plan/ Learning Plan (Borabo,
2018) is the blue print of the daily activities in the
teaching-learning process. It guides the teacher
on the instructional activities he/she will
implement in class. This is an important
component in the instructional process. This will
make teachers become systematic and organized
and on track/ on task while teaching, and aid
him/her to teach MORE, DO MORE and help
attain the outcomes set for the day. This will help
teachers in planning differentiated activities to
cater to diverse types of learners.
A lesson plan gives a sense of direction in
relation to the curriculum map and teaching
guides prepared for the subject. It serves as
practical and useful basis for future plans, and
gives the teacher more confidence in carrying out
the daily tasks.
DEPED ORDER NO. 70 S.2012
Teachers of all public elementary and
secondary schools will not be required to prepare
detailed lesson plans. They may adopt daily
lesson logs which contain the needed information
and guide from the Teacher Guide (TG) and
Teacher Manual (TM) reference materials with
page number, intervention given to the students
and remarks to indicate how many students have
mastered the lesson or are needing remediation.
However, teachers with less than 2 years of
teaching experience shall be required to prepare
Daily Lesson Plans which shall include the
following:
Parts of the Daily Lesson Plan (DLP DepEd 42
s.2016)
I- Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II- Content
III- Learning Resources
IV- Procedures:
A. Before the lesson – Opening of the
lesson
 Conduct review of the previous lesson
 Clarify concepts of the previous lessons
 Introduce the connection between the new and
past lesson
 State the new lesson objectives
 Check background knowledge of learners
- connect lesson to what is already known
- get learners’ interest in the new lesson,
to start up and warm up activities
-provides the learners opportunity to ask
questions about the lesson
7 EDUC 1 1 MODULE

writing objectives or intended learning

B. The lesson Proper- Middle or Main part outcomes (ILO), it is always recommended that
of the lesson more of the higher order thinking skills (hots)
- explain, model demonstrate and illustrate should be developed, and less of the low level
concepts, ideas, skills and processes for learners thinking skills (LOTS). These learning
to internalize the lesson - convey new information outcomes are formulated following the 3
domains of learning: Cognitive, Affective and
to the learners
Psychomotor domains.
- provide feedback
 Lesson Plan/ Learning Plan is the blue print of
- regularly check for learners’
the daily activities in the teaching learning
understanding process. It guides the teacher on the
instructional activities he/she will implement in
C. After the Lesson class. This is an important component in the
– Closing or end of the lesson instructional process. This will make teachers
- Do wrap-up activities become systematic and organized and on
- Provide summary of the lesson or ask track/ on task while teaching.
students to summarize the key concepts and
activities
- Reinforce what the teacher has taught  The Parts of the Daily Lesson Plan (DLP
and what the learners have completed DepEd 42 s.2016) are as follows: Objectives,
- Note: Assessment Methods are Content, Learning Resources, Procedures
integrated in the DLP to regularly check the ( Before the lesson – Opening of the lesson,
The lesson Proper- Middle or Main part of the
understanding of the lesson (Formative
lesson, and After the Lesson – Closing or end
assessment to be done before, during or after the of the lesson), Assignment (Optional), Remarks
lesson) and Reflection.
 The Daily Lesson Log is a template teachers
V- Assignment (Optional) – It should be related to use to log parts of their daily lesson. Teachers
the lesson. It should allow learners to master who have been in the service for at least 1 year
what was learned. (Read DepEd Order 329.2010) , handling learning areas with available LMS
VI- Remarks - This is to document specific and TGs provided by the DepEd shall not be
instances that result in the continuation of the required to write the DLP, instead they shall be
lesson in case of re-teaching, insufficient time, required to fill-out a weekly Daily Lesson Log (DLL).
transfer of lesson to the following das as result of
class suspension.
VII- Reflection - (to be filled-out after the lesson) TITLE 3: ASSESSMENT STRATEGIES
- to write parts of the lesson that went well AND INSTRUCTIONAL
or the parts that were weak. MATERIALS
- to share thoughts and feelings about the
lesson that were successfully implemented, need TOPIC 1. Assessment Strategies And
improvement and could be adjusted in the future Tools
- to talk also to the learners who did not do
INTRODUCTION
well or those who need help The
Assessment of student learning is at the
core of teaching. Facilitating learners’
DAILY LESSON LOG (DLL)
performance, analyzing what was done well, what
has yet to be improved, and giving specific
The Daily Lesson Log is a template teachers use
feedback to learners have the possibility to
to log parts of their daily lesson. Teachers who
increase Music learning in meaningful ways.
have been in the service for at least 1 year,
Assessment data can become an essential
handling learning areas with available LMS and
component of enabling any Music endeavor if it
TGs provided by the DepEd shall not be required
addresses the intended learning outcomes and
to write the DLP, instead they shall be required to
objectives that are clear and focuses on students’
fill-out a weekly Daily Lesson Log (DLL).
performances.
REVIEW OF CONCEPTS
TERMINILOGIES OF ASSESSMENT
 Learning Outcomes or Objectives are the
desired outcomes or the focus of the lesson. In
8 EDUC 1 1 MODULE
1. Assessment is the overall process of making
analytical judgments about student learning.
2. Test is a task or series of tasks used to obtain
systematic observations presumed to be
representative of students’ learning.
3. Measurement is a process that assigns
numbers and/or attributes to characteristics of
student learning according to specific
formulations or rules.
4. Evaluation is the process through which a
value judgment or decision is made with the
measures taken.
5. Grading refers to reporting results of
evaluations to students, parents, and community.
A. FORMATIVE VS SUMMATIVE
ASSESSMENTS
Formative Assessment is an ongoing, flexible,
and more informal diagnostic tool. The goal of
formative assessment is to monitor student
learning to provide ongoing feedback that can be
used by instructors to improve their teaching and
by students to improve their learning. More
specifically, formative assessments: help students
identify their strengths and weaknesses and
target areas that need work; and help faculty
recognize where students are struggling and
address problems immediately.
Examples of formative assessments include
asking students to:
o draw a concept map in class to
represent their understanding of a topic
o submit one or two sentences identifying
the main point of a lecture
o objective quiz on a certain topic
Formative Assessment:
 Ongoing and flexible evaluation which is
incorporated into the lesson
 Informal process, designed to give
feedback and affect lesson
 Focuses on the individual performance
and needs of students
 Produces feedback to meet those
needs; and
 Opens communication and focuses on
growth, not grades
Summative Assessment, on the other hand, is,
as the word implies, an evaluation of the sum
product of the lesson. They are more formal,
structured, and often used to normalize
performance so they can be measured and
compared. In other words, Summative
assessment occurs at the conclusion of the
learning process to evaluate learners’
achievement on the learning
objectives/competencies. Data gained from
summative assessment is a way to summarize
student learning and is usually formal. It also
frequently serves as a baseline to set future
goals. Assessment tools that work well for the
summative assessment of Music performance are
checklists and rating scales.
Summative assessment:
 Fixed, end of lesson/module/course
evaluation
 A formal process, which is highly
structured
 Normalizes scores for comparison
against a pre-decided standard
 Evaluates the end result, not the process
 Produces a grade
B. WAYS TO ASSESS CLASS PROGRESS
1. Teacher Designed Tasks and Tests 29
This is where the teacher can set a range
of different tasks or tests for the class in order to
assess learners’ progress. This should be treated
in the same way that you as a teacher would set
tasks to assess progress within any other
subject.These teacher-designed tasks need rubric
to assess learners’ performances/ outputs.
2. Work Samples and Portfolios
By creating a portfolio of work over time, it
creates a record for each learner and the teacher
to measure that learner’s progress over time. The
items within the portfolio should represent the
different activities covered within the core strands
of the curriculum. All outputs of learners in all
class activities should be contained in this
portfolio.
3. Projects
An important part of making outputs is
working in collaboration with others. Assessing
how learners interact with one another while they
are doing a task will give a good insight into their
level of understanding and will hopefully
encourage each learner to feel like they can put
forward their own ideas for their group work. If
portfolios aim to highlight the work of an
individual’s progress, projects are a good way to
9 EDUC 1 1 MODULE
assess the progress of a learner in a shared
group environment.
5. Self-Assessment
Self-assessment provides learners the
opportunity to self-assess. This can be done at
the group or individual level. Self-assessment
provides them with guided opportunities to
measure their own learning in relation to the
TITLE 3: ASSESSMENT STRATEGIES
AND INSTRUCTIONAL
MATERIALS
TOPIC 2. Preparation Of Instructional
Materials
learning outcomes/objectives. Another benefit is
that learners are able to more clearly articulate
course goals and requirements. Peer assessment
can also be helpful when you structure the
feedback to be positive and constructive.
6. Performance Assessment
Performance Assessment is done when
learners perform a skill/ complete a task. This is
not a test on vocabulary, facts, or other
knowledge, but of a particular skill.
7. Other Measure and Item Types
In addition to rubrics, there are many other
assessment tools that could be used to assess
learners. These could include multiple-choice
questions, true/false questions, matching, short
answer, reflective writing, exit slips, reports and
more. Many concepts can be assessed more
easily using one of these item types.
The learning competencies that are
stipulated in the K-to-12 Curriculum may be
assessed through item types mentioned above.
The teacher may just design them in such a way
as to measure the specific competencies.
Example, if you want the learners to identify the
difference between sound and silence, an essay
test, short answer or reflective writing may be
used to assess the learners. Concept recall may
be done through the following test types:
identification, illustration, multiple choice, modified
true or false or enumeration.
REVIEW OF CONCEPTS
 Assessment is the overall process of making
analytical judgments about student learning.
 Formative Assessment is an ongoing, flexible,
and more informal diagnostic tool.
 Summative assessment occurs at the
conclusion of the learning process to evaluate
learners’ achievement on the learning
objectives/competencies. Data gained from
summative assessment is a way to summarize
student learning and is usually formal.
 The following are the ways by which Music
learning is assessed: Teacher Observation,
Teacher Designed Tasks and Tests, Work
Samples and Portfolios, Projects, Self-
Assessment, Performance Assessment, LET’S
Assessment Techniques and Other Measure
and Item Types that are traditionally used in the
classroom, such as identification, multiple-
choice, essay, matching-type, true or false, and
many others.
INSTRUCTIONAL MATERIALS
refer to all materials that are designed for
use by pupils and their teachers as a learning
resource and help pupils acquire facts, skills, or
opinions or develop cognitive processes.
Instructional Materials are tools used in
instructional activities. They may either be print,
non-print or electronic materials. The positive use
of Information Communication Technology (ICT)
facilitates the teaching-learning process.
Advantages of the Use of ICT in Education
1. improves learners’ concentration and retention
2. ensures comprehension of complex
instructions
3. creates interactive classes and lessons making
them more enjoyable and entertaining
Disadvantages of ICT tools in Education
1. very costly
2. can be very troublesome in setting up the
device
3. very difficult for teacher who lack experience
/expertise
10 Essential ICT Tools
Google groups Jamuse, Mussewory
Blogs Google maps
Google Docs Virtual Earth
Slide share Book marking
Wikis Free mind
Instructional Material Theory
For many years, educators have theorized
about how the human brain and the memory
function during the communicative process. There
is general agreement about certain theoretical
factors that seem pertinent to understanding the
use of instructional aids.
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1. During the communicative process, the

sensory register of the memory acts as a filter. As
stimuli are received, the individual's sensory
register works to sort out the important bits of
information from the routine or less significant
bits.

2. The working or short-term memory

functions are limited by both time and
capacity. Therefore, it is essential that the
information be arranged in useful bits or chunks
for effective coding, rehearsal, or recording.

3. Ideally, instructional materials/ aids should

be designed to cover the key points and
concepts. In addition, the coverage should be
straightforward and factual so it is easy for
students to remember and recall.