GROUP 4

ADAPTIVE TEACHING GUIDE

MET # 5 Lesson # Media and Information Sources

Prerequisite Content-knowledge:

Information Literacy
 defines information needs, locates, accesses, assesses, organizes, and communicates
information
Types of Media
 Classifies contents of different media types

Prerequisite Skill:

Information Literacy
Identify the information needs, locates, accesses, assesses, organizes, and communicates
information demonstrates ethical use of information

Types of Media
Identify the Three types of media
Define and understand the media convergence

Prerequisites Assessment:
(Describe the type and content of the Prerequisite Assessment and Use a separate
sheet for the copy of a full-blown assessment.)

Activity: Aha! Hmmm..(Prompting connections to the prior knowledge / Using Examples and
Non- Examples)

Identify if the following statements are agreeable and accurate with what we have learnt in the
past lesson.

1.An information literate should be able to find resources, information, examine, communicate
manage and use it responsibly in conveying messages. AHA

2. Television, radio, speakers and telephones are examples of new media. HMM

3. Print media is a type of media that involves the usage of physical medium, such as paper.
AHA

4. Media convergence is the merging of print, broadcast and new media due to the innovation as
time passes and left the other types of media behind. AHA

5. A student who can locate and understand information from media should not assess data
and sources, because whatever you see and read are true and
correct. HMM

6. Once an information is posted in the internet, you can use it as your own is legal since it is
 considered as a public property. HMM

Insufficient Level 2/6 and below.

Fairly sufficient 3/5 or 4/5.

Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the copy of a full-blown
assessment.)

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or

Skill(s):

● reading activities (limited access to digital resources)

● audio-visual materials (explainer videos, tutorials, etc.)
● mind mapping

2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or

Skill(s):

● reading activities (limited access to digital resources)

● audio-visual materials (explainer videos, tutorials, etc.)
● brainstorming activity

Introduction: Must include the following parts:

1. The first three (3) hours will be spent on the presentation and discussion of the key concepts
in media and information.
Online and Distance (Online + Offline remote)
Students can communicate with their teacher’s Google Classroom.
Blended (Online + In-person On-campus)
Students can communicate directly with the teacher during the classes and utilize online
platforms and tools during online training.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
 compare potential sources of media and information
 contrast indigenous media to the more common sources of information such as library,
internet, etc.
 implement certain standards in adapting information from different sources.
3. Context where the student is going to apply his/her learning (In what PAA/EFAA and personal
use?)
 EAA/PAA: Concept Proposal
 Proper citation of different types of media and information sources
 Ethical use of information from different sources
4. Overview of the Lesson
The Media Information Sources enumerates the different kinds of media sources that
learners may utilize to acquire information. It also presents a set of standards that learners
may apply in evaluating information from the different sources. Through the topic, the learner
demonstrates an understanding of and can identify the values and differences of potential
sources of media and information.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative
to the General Enabling Teaching Strategy. Number of chunking of topics will
be dependent on the teacher’s plan.)

Chunk 1: Types of Information Sources

Formative Question: What are the 3 potential sources of media and information?

Activity #1: Mari-Testing.

(Prompting connections to prior knowledge / prompting effortful thinking.)

Instructions

1. Find a partner in your class.

2. Tell your partner a personal experience or any knowledge that you’re willing to share to the
whole class.
3. After 3 minutes, find another partner and try to deliver the same message to that person.
4. Then, the second receiver of the message will pass the message to another partner.

Guide Questions:

1. What do you observe about this activity?

2. Can you differentiate the accuracy and credibility of the story given by your partners?

Chunk 2: Indigenous Media, Library and Internet

Formative question: • What are the differences of indigenous media to the more
common sources of information such as library, internet, etc.

Activity #2 Taga San Nga Ba? (Prompting connections to prior knowledge)

Instruction:

Looking on the pictures. Locate where you usually see these things.
Activity #3: Ponder It:

(Drawing attention to meaning/ Prompting connections to prior knowledge)

“A library is not a luxury but one of the necessities of life” – by Henry Ward Beecher

Guide Question:

What does the text convey?

Do you still use library resources for research? Why or Why not?

Do you agree with the message? Why or Why not?

Chunk 3 Plagiarism and Fair Use Guidelines

Formative question

What are your rights to your intellectual property and to those belonging to others

Activity #5: Agree or Disagree (Using Examples and non-examples/ Prompting effortful thinking)

1. A student is assigned to write a research paper on climate change. They copy several
paragraphs from Wikipedia and other websites, then paste them into their paper citing
the sources. AGREE
2. A student has an essay due and is running out of time. They ask a friend who took the
same class last year for their essay and submit it as their own work. DISAGREE
3. A student finds a journal article with relevant information for their paper. They rewrite
the ideas from the article in their own words but fail to cite the original source,
presenting the ideas as their own. DISAGREE
4. Two students work together on a take-home exam meant to be completed individually.
They end up with almost identical answers and submit them separately without
 acknowledging the collaboration. DISAGREE
5. A student includes a direct quote from a book in their paper but forgets to use quotation
marks. They only include the author’s name in the bibliography, making it unclear that
the passage is a direct quote. DISAGREE

Synthesis

Information may be derived from different media sources. It is necessary to classify these
sources so that proper evaluation of information can take place. Certain standards are
considered in evaluating information, such as Reliability, Accuracy, Value, Authority, and
Timeliness.

RUA of a Student’s Learning:

Activity: Assume you are a graduating student in grade 12 and still undecided where to
apply for college if it is LPU or NU.

Where do you think you can find information and feedbacks about the two different
schools?

What are the things you consider to validate if the information is true or not?

Have you seen any differences about the ways of doing between the two school from what
you’ve read?

Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the copy of a full-blown
activity.)

● additional reading materials

● graphic organizer construction

The learners express their learnings concretely and visually to structure the information into
organizational patterns. They present essential information and connect these pieces of
information into a coherent framework.
● guided recitation

The students are given guide questions to answer in expressing orally the essential learnings
they may derive from the lesson.