i

Southern Luzon State University

LUCENA CAMPUS
College of Technical-Vocational
Teacher Education

T EACHING C OMMON

C OMPETENCIES IN

Information, Communication,
& Technology
Prepared by:
Reizel Joy D. Cadavillo, LPT
 ii

TABLE OF CONTENTS

Page

Title Page i
Table of Contents ii
Introduction iv
Disclaimer iv
Learning Program v

Section 1: Designing Learning Plan

Module 1 – Understanding the Industrial Arts Curriculum 1
• The Technology and Livelihood Education (TLE) Framework 2
• Learning Area Standards 4
• Grade Level Standards 5
• Information, Communication, & Technology
Specialization in the K to 12 Curriculum 6
• Apply 8

Module 2 – Understanding the Curriculum Guides of Industrial Arts 10

• Curriculum Guides 11
• Computer System Servicing (NC II) 12
• Technical Drafting(NC II) 24
• Animation (NC II) 61
• Apply 74

Module 3 – Crafting Industrial Arts Lesson/Learning Plan 76

• Lesson Plan 77
• Parts of Daily Lesson Plan 78
• The Daily Lesson Log 79
• Apply 80

Module 4 – Crafting Industrial Arts Module 84

• Flexible Learning 85
• Modular Instruction 86
• Learning Module: Components Dynamics 87
• Apply 95
 iii

Section 2 – Methods and Techniques in Teaching

Module 5 – Pedagogical Approaches Mandated by R.A. 10533 96

• Pedagogical Approaches 97
• Republic Act No. 10533 98
• DepEd Region IV-A Memorandum No. 233 s. 2016 99
• The 2C-2I-1R Pedagogical Approaches 99
• Pedagogy 100
• Constructivist Approach 100
• Collaborative Approach 101
• Integrative Approach 105
• Inquiry-based Approach 108
• Reflective Approach 111
• Apply 113

References 116
 iv

INTRODUCTION

Teaching is a mission met with enthusiasm and fear. Taking up an Education degree
is not an easy route to college graduation; it requires extreme patience, knowledge and
creativity.
This learning module is designed for all who desire to learn or enhance their teaching
skills. Moreover, this material serves as guide to all future teachers in understanding the
nature of teaching-learning process to achieve effective delivery of instruction leading to
outstanding student performance.
The concepts presented here provide solid groundings on the theoretical and
practical aspects of teaching. Also, the activities are well designed to challenge the readers to
be more adaptive, comprehensive and experts in handling teaching scenarios.
As technical teacher education students, you will also be exposed and experience the
various principles and strategies of teaching contextualized to technical fields. Home
economics, in particular, is a field in Technology and Livelihood Education (TLE) (Junior High
School) and Technical-Vocational-Livelihood (TVL) Track (Senior High School).
This course will provide prospective teachers a foundation in teaching different
competencies in Information Communication and Technology track, including concepts that
will help to develop knowledge, skills, and attitude to perform different tasks on the track
chosen. It covers pedagogical approaches and teaching strategies contextualized to
Information Communication and Technology competencies. Exploratory courses of
Information Communication and Technology will be a part of the study but will focus on the
methods and techniques on how a prospective teacher may teach the subject.

DISCLAIMER

This module is just a compilation of lessons and activities coming from various
resources, primarily, Principles of Teaching by Jocelyn Gagalang, Ph.D., Froilyn Villas
Lunaria, MA, Mary Joy Rosales-Orante, MPA, and Rommel Maglaya, D.E.M. Various
curriculum guides from the Department of Education and Training Regulations of Trainers
Methodology from Technical Education and Skills Development Authority are also utilized in
this module. No part of this book has been claimed and owned by the compiler and this is
solely intended to be used due to emergent need to facilitate lessons during the time of
pandemic.
 v

LEARNING PROGRAM

Southern Luzon State University

Dual Training and Livelihood Center
Lucena Campus
Lucena City

VISION STATEMENT: Southern Luzon State University as an excellent academic hub in its
curricular programs, transdisciplinary researches, and responsive extension services

MISSION STATEMENT: The University commits to develop a sustained culture of delivering

quality service and undertaking continuous innovations in instruction, research and
extension in its relevant curricular programs supportive of national and global development
goals.

Core Values
GO God-loving
S Service-Oriented
L Leadership by Example
S Sustained Passion for Excellence
U Undiminished Commitment to Peace and Environmental Advocacy

SLSU DTLC LUCENA OBJECTIVES

1. To provide students the opportunities to become mature and responsible persons
with the values embodied in the college’s mission statement as evident in their
innovative and active responses psychologically, spiritually and develop
environmentally sound and market-driven technologies at par with the international
standards
2. To instill relevant and responsive academic programs and professional trainings that
will enhance graduates for national development
3. To prepare and train the students for appropriate competency standards by
providing relevant programs, competent faculty, modern facilities, expand linkages
for productivity enhancement and community empowerment
4. To develop students as leaders, practitioners and to become globally competitive
individuals.
 vi

Lucena
Program Educational Objectives
Objectives
(CMO No. 79, Series of 2017)
1 2 3 4
Prepare teachers in TLE for Grades 9-10, senior high school for
the technical-vocational-livelihood track, technical-vocational
1 √ √ √ √
education and training (TVET), and for higher education
institutions offering BTVTEd and other allied programs
Produce teachers who can assume the following major roles:
a. effective synthesizers of organized knowledge to allow
analytical and critical thinking;
b. efficient and effective promoters and facilitators of
learning to enable the learners to develop to the fullest
their potential for a continuing pursuit of lifelong
learning;
c. committed humanists whose clear understanding and
2 appreciation of human ideals and values inspire learners √ √ √ √
to realize their potentials;
d. model teachers with high regard for learning imbued
with proper work attitude and values as practiced in
industry;
e. nationally certified trainer in their fields of
specialization; and
f. implementers of TVTE innovative approaches/insights,
best practices in the context of K-12 TVL Track

1. Course Code: TIC06

2. Course Title: TEACHING COMMON COMPETENCIES IN ICT

3. Pre-Requisite: INTRODUCTION TO ICT

4. Co-Requisite: NONE

5. Credit/Class Schedule: 3 units(3 hours per week)

6. Semester 3rd year, 1st Semester

7. Course Description: This course provides prospective teachers a foundation in teaching different
competencies in Information and Communications Technology track, including concepts that will help to
develop knowledge, skills, and attitude to perform different tasks on the track chosen. It also covers common
competencies on personal entrepreneurial competencies, environment and market, and application of quality
standards. It will also include different exploratory courses in the common competencies as per TESDA Training
regulations on different areas that are in accordance with Information, Communications & Technology
Curriculum Map to give prospective teachers skills and knowledge on the track chosen.
 vii

8. Program Outcomes and Relationship to Program Educational Objectives:

Program
Educational
Program Outcomes Objectives
1 2
Demonstrate the competencies required of the Philippine TVET Trainers –
a
Assessors Qualifications Framework (PTTQF)
Demonstrate broad, meaningful, and coherent knowledge and skills in any of the
b
specific fields in technical and vocational teacher education
Apply with minimal supervision specialized knowledge and skills in any of the
c
specific fields in technical teacher education
Demonstrate higher level literacy, communication, numeracy, critical thinking,
d
and learning skills needed for higher learning
Manifest a deep and principled understanding of the learning processes and the
e
role of the teacher in facilitating these processes in their students
Show a deep and principled understanding of how educational processes relate
f
to larger historical, social, cultural, and political processes
Apply a wide range of teaching process skills (including curriculum
g development, lesson planning, materials development, educational assessment,
and teaching approaches)
Reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and other
h
factors affecting educational processes in order to constantly improve their
teaching knowledge, skills, and practice
 viii

9. Course Objectives and Relationship to Program Outcomes:

Program Outcomes
Course Objectives
a b c d e f g h
Employs the use of DEPED curriculum and
teachers guide for developing learners
1
materials for the k to 12 student in
accordance with ICT
Understand ICT curriculum map and guide;
and determine the basic and common
2
competencies needed from TESDA Training
Regulation
Understand Personal Entrepreneurial
3 Competencies and Skill in Information,
Communications & Technology
Enhance the knowledge, skills and attitudes
4
on accordance with industry standards.
Ability to analyze and utilize available
5 resources in developing concept for
product or services in accordance to ICT
Familiarize with the different areas of
competencies that are in accordance with
6
Information, Communications &
Technology Curriculum Map
Introduce students on the needed
requirements on TESDA’s National
7
Competency program as per requirements
on their field of expertise.
Create a Competency Based Learning
8
Material
 ix

10. Course Outline and Timeframe

Weeks TOPICS/LESSONS
Orientation; discussion of course goals and expected outcomes; discussion of course
policies, grading system
1
Introduction
• Outcome-based Education: Response to Quality Learning
SECTION 1: Designing Learning Plan
2
• Understanding the Information,Communication & Technology Curriculum
3 • Understanding the Curriculum Guides of Information,Communication & Technology
• Crafting Information,Communication & Technology Syllabus and Lesson/Learning
4
Plan
5 • Crafting Information,Communication & Technology Module
PRELIMINARY EXAMINATION
6
Completion and Submission of Portfolio
Section 2: Methods and Techniques in Teaching
7
• Introduction
8
• Pedagogical Approaches Mandated by R.A. 10533
✓ Constructivist Approach
9 ✓ Collaborative Approach
10 ✓ Inquiry-based Approach
✓ Integrative Approach
11
✓ Reflective Approach
MIDTERM EXAMINATION
Completion and Submission of Portfolio
Section 3: Teaching Common Information,Communication & Technology
12
Competencies
13 • Teaching Exploratory Course in Computer System Servicing NC II

14 • Teaching Exploratory Course in Technical Drafting NC II

15 • Teaching Exploratory Course in Animation NC II
16 Competency Based Learning Material

17 Competency Based Learning Material (Cont.)

18 FINAL EXAMINATION
Completion and Submission of Competency Based Learning Material
 x

11. Required Readings and References:

1. Training Regulations, Technical Education and Skills Development Authority TESDA,
Taguig City, Phils.
2. Amended CS for Basic Competencies Integrating 21st Century Skills, Technical
Education and Skills Development Authority TESDA, Promulgated July 9, 2019

3. websites such as. http://www.tesda.gov.ph and http://www.deped.gov.ph

Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting fundamental
principles with process and practice. Routledge.
Kolomitro, K., & Gee, K. (2015). Developing effective learning outcomes: a practical guide. Retrieved
from http://www.queensu.ca/ctl/resources/publications/learning-outcomes.html opens in
new window
McDonald, J., Siddall, G., Mandell, D., & Hughes, S. (2010). Two sides of the same coin: Student-faculty
perspectives of the course syllabus. Collected Essays on Teaching and Learning, 3. Retrieved
from http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3249/2626 opens in
new window
McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice approach to choosing
instructional methods. Journal of Management Education Vol 40 Issue 1.
Shulman, L. (2005, Summer). Signature pedagogies in the professions. Daedalus, 134, 52-59.
12. Course Requirements:

• Active class participation during discussions

• Harmonious and interactive class participation
• Quizzes and Major Examination
• Activity Report and Performance
• Competency Based Learning Material

13. Grading System (VPAA M.O. 12, s. 2021):

The minimum requirement for a passing grade is 75% of the total scores from the following:
• Performance Outputs (including Portfolios) 40%
• Recitation (Class Participation) 15%
• Major Examinations 25%
• Quizzes 20%
100%
Aside from academic deficiency, other grounds for a FAILING GRADE are:
• Grave misconduct and/or cheating during examinations
• Unexcused absences of more than 20% of required number of meetings per
term
• A failing academic standing, failure to take the final exam, and failing to
submit projects/portfolio
 xi

14. Classroom Policies:

1. Attend all classes; significant absences will adversely affect your grades.
2. Pass the major examinations and written activities.
3. Submit projects, assignments, and research reports or papers on time.
4. Participate in reports, presentations, and classroom discussions.
5. Compile and submit portfolios on time.
6. Perform class reports.
7. Reading for each individual class is listed in the class plan. Most of the homework and
readings will be assigned in the beginning weeks of the class to allow time to complete term
assignments toward the end.
8. Do not hesitate to approach your professor if assignments are unclear.
9. Observe the proper dress code during face-to-face (uniform) and online classes.
10. Etiquette: It is essential that this class should be conducted in a manner that encourages an
open exchange of academic ideas. Respect each other’s ideas and opinions.

15. Consultation Hours: Monday (1:00PM-5:00PM)

 xii

16. Course Outcomes and Relationship to Course Objectives/Program Outcomes:

Course
Course Outcome Program Outcomes
Objectives
A student completing this course should at the
1 2 3 4 a B c d e f g h
minimum be able to:
1 Supervise and mentor technical student.
Ability to use DEPED Curriculum Map,
curriculum and Teachers Guide on
2
preparing learners material designed for k to
12 students for ICT
Demonstrate competence/ and mastery in
3 meaningfully teaching the subject/area of
specialization in accordance with ICT
Demonstrate the competence in applying
4 PEC’s specialized knowledge and skills with
confidence.
Reflect on teaching strategies and skills to
5 continuously improve on them.

Ability to use different areas of competencies

that are in accordance with Information and
6
ICT Map to use on developing learners
materials.
Understand common competencies needed
on TESDA Training regulations on different
7
areas that are in accordance with ICT
Curriculum Map and Guide
Create a Competency Based Learning
8 Material.
 1

Section 1
DESIGNING THE LEARNING PLAN
Module 1
Understanding the
Information, Communication
&Technology Curriculum
Intended Learning Outcome (ILO)

The learners are expected to:

1. Enhance understanding of the TLE

curriculum framework;
2. Interview ICT teachers regarding their
teaching approaches; and
3. Analyze and reflect on the significance
of ICT to students’ lives through a Video
presentation.
 2

INTRODUCTION

Restrictions of distance have been broken by technology at present times. Now

when we live in a technology-based society, ICT learning is one of the best methods of
teaching students through virtual classrooms. The relationship between ICT and Education
has been one of rapid change from technology to learning. Schools increasingly determine
new technologies and models for teacher professional development in enhancing teaching
and learning (Ndongfack, 2010). The importance of national policies and programs for the
realization of ICTs can be an essential tool in education. According to Schmidt, et al., (2009),
the way teachers use ICT tools for effective teaching can be an important tool for
information communication technology development for learning and teaching.

Information and Communications Technology (ICT) can impact student

learning when teachers are digitally literate and understand how to integrate it into
curriculum. It is important in schools and educational institutions as it assists in carrying
out their activities and functions such as record keeping, research work, instructional uses,
presentations, financial analysis, examination results management, communication,
supervision, MIS, teaching learning activities, and general school management functions. It
expands access to education and makes knowledge acquisition more accessible. The use of
ICT in education creates a learning environment that focuses on students and addresses the
gap between teacher and learner-centered environments. It also helps teachers to interact
with students, prepare their teaching, provide feedback, and access institutions and
universities.

DISCUSSION

THE TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) FRAMEWORK

Technology and Livelihood Education encompasses the field of Home
Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information,
Communication. and Technology (ICT). The 24 TLE courses can be categorized
under any of these fields.

TLE as a course has two streams—the TR-based TLE and the Entrepreneur-
based TLE—and every school has a choice as to which stream to offer, with
consideration for faculty, facilities, and resources. Both streams are based on the
Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship
concepts in the teaching of the various subjects in HE, IA, AFA, and ICT.
 3

TLE is geared toward the development of technological proficiency and is

anchored on knowledge and information, entrepreneurial concepts, process and
delivery, work values, and life skills. This means that the TLE that works is one
which is built on adequate mastery of knowledge and information, skills and
processes, and the acquisition of right work values and life skills. The TLE that is
functional is one which equips students with skills for lifelong learning. TLE that is
concerned only with mere definition of terms is meaningless and shallow. TLE that
is focused on mastery of skills and processes without right work values is anemic
and dangerous. An effective TLE is one that is founded on the cognitive, behavioral,
or psychomotor and affective dimensions of human development. Therefore,
teaching TLE means teaching facts, concepts, skills, and values in their entirety.
 4

The diagram likewise shows that entrepreneurial concepts also form part of
the foundation of quality TLE. It is expected that TLE students, after using the
Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial
spirit and consequently set up their own businesses in the areas of Agri-Fishery
Arts, Industrial Arts, Home Economics, and Information and Communication
Technology.

TLE by its nature is dominantly a skill subject; hence the teacher must engage
students in an experiential, contextualized, and authentic teaching-learning
process. It is a subject in which students learn best by doing. It is integrative in
approach. For instance, it integrates entrepreneurship with all the areas of TLE. It
integrates concepts, skills, and values.
 5

LEARNING AREA STANDARD

The learner demonstrates the knowledge, skills, values, and attitudes (KSVA)
in Technology and Livelihood Education (TLE), which will enable him/her to gain
employment, become an entrepreneur, a middle level manpower and/or pursue
higher education.

KEY STAGE STANDARDS

Grades 4–6 Grades 7–10 Grades 11–12

The learner demonstrates The learner demonstrates The learner demonstrates

an understanding of the an understanding of the specialized technical skills
basic knowledge and skills basic concepts of selected that would enable him/her
in entrepreneurship & ICT, TLE course in Home to obtain NC II.
Agriculture, Home Economics, Industrial Arts,
Economics, and Industrial Agriculture and Fishery
Arts toward the Arts and ICT competencies
improvement of personal common to TLE courses
life, family, and community. such as use and
maintenance of tools,
observing safety in the
workplace, mensuration
and calculation, and
interpreting technical
drawings; and gains
specialized knowledge and
skills in at least one TLE
that would enable him/her
to obtain NC II.
 6

GRADE LEVEL STANDARDS

GRADE
LEVEL STANDARDS
LEVEL
The learner demonstrates basic knowledge, skills, and values in
4 agriculture, entrepreneurship and ICT, home economics, and industrial
arts that can help improve self and family life.
The learner demonstrates increased knowledge, skills, and values in
5 entrepreneurship and ICT, agriculture, home economics, and industrial
arts toward improving family life and the community.
The learner demonstrates enhanced and expanded knowledge in
entrepreneurship & ICT, agriculture, home economics, and industrial
6
arts toward the improvement of the family’s economic life and the
community.
The learner demonstrates an understanding of basic concepts and
7 underlying principles in developing fundamental skills in Exploratory
Technology and Vocational Education (EPP/TLE/TVE).
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
8
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
9
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
10
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of the principles in
preparing a creative and innovative business plan as it relates with
11 marketing, operations and human resource, and simple accounting and
financial plans to determine the feasibility and viability of the business
of his/her technology and Vocational specialization.
The learner demonstrates an understanding of the principles in
12 applying the business plan of his/her choice based on his/her T&VE
specialization.
 7

INFORMATION COMMUNICATION AND TECHNOLOGY SPECIALIZATION IN THE

K TO 12 CURRICULUM
Detailed below are the specializations in ICT under the curriculum guide for
Technology and Livelihood Education of the Department of Education.

Number of
Specialization
Hours
1. Animation (NC II) 320
2. Broadband Installation (Fixed Wireless Systems) (NC II) 160
Computer Programming (.Net Technology) (NC III)
3. updated based on TESDA Training Regulations published 320
December 28, 2013
Computer Programming (Java) (NC III)
updated based on TESDA Training Regulations published
4. 320
December 28, 2013

Computer Programming (Oracle Database) (NC III)

updated based on TESDA Training Regulations published
5. 320
December 28, 2013

Computer Systems Servicing (NC II)

updated based on TESDA Training Regulations published
6. 640
December 28, 2007

7. Contact Center Services (NC II) 320

8. Illustration (NC II) 320
9. Medical Transcription (NC II) 320
10. Technical Drafting (NC II) 320
Telecom OSP and Subscriber Line Installation
11. 320
(Copper Cable/POTS and DSL) (NC II)
12. Telecom OSP Installation (Fiber Optic Cable) (NC II) 160
 8

SPECIALIZATIONS

Since this module focused on the processes of how to teach and not on the
TLE/TVL course itself, only three specializations will be given emphasis. Computer
System Servicing, Technical Drafting, Animation. Aside from the fact that the three
specializations are widely known and are frequently enrolled in by most the
students, the knowledge acquired in teaching the three will also make ease in the
facilitation of other specializations, provided that the teacher has the technical
skills in the area he/she intends to teach.
• Computer System Servicing (NC II)
The Computer System Servicing Qualification consists
of competencies that must possess to enable to install and configure
computer systems, set-up computer networks and serves and to maintain
and repair computer systems and network.

• AUTOMOTIVE SERVICING NC II
The AUTOMOTIVE SERVICING NC II Qualification consists of
competencies that a person must achieve to inspect, clean and repair
mechanical or electrical parts, components, assemblies and sub-assemblies
of light and heavy-duty automotive vehicle with diesel or gas engine in
accordance with manufacturer’s specification. It also covers servicing of
engine mechanical components such as cooling and lubricating system;
performing power train and underchassis servicing and repair.

• Animation (NC II)

The ANIMATION NC II Qualification consists of competencies that a
person must achieve to produce traditional and digital cleaned-up and in-
between drawings for animation in both production and post-production
stages.
 9

APPLY

Answer/Perform the following comprehensively:

1. Using your own definition, what is Information, Communication &
Technology?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Explain the TLE framework during a scheduled class with the professor and
write here your own understanding of TLE Framework.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. How are you going to cope up teaching TLE specialization that is not aligned
to your line of expertise?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 10

4. Create a VIDEO captured in various settings within your home. You are free
to choose whatever themes and platform you will use. Just make sure your
VIDEO conveys the relevance of Information, Communication and
Technology to student’s lives.
Grade _____

5. In your own words, How will you justify the importance of ICT in teaching
and learning process and in our daily lives? Cite an example to explain it
comprehensively.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 11

Section 1
DESIGNING THE LEARNING PLAN
Module 2
Understanding the Curriculum
Guides of Information,
Communication &Technology
Curriculum

Intended Learning Outcome (ILO)

The learners are expected to:

1. Understand the components of

curriculum guides;
2. Develop a portion of curriculum guide in
a specific topic; and
3. Analyze the significance of
understanding the curriculum guide in
the teacher’s classroom
 12

INTRODUCTION

A curriculum guide is a structured document that delineates the philosophy,

goals, objectives, learning experiences, instructional resources and assessments
that comprise a specific educational program. Additionally, it represents an
articulation of what students should know and be able to do and supports teachers
in knowing how to achieve these goals.

DISCUSSION

CURRICULUM GUIDES
Understanding curriculum guides is essential in the crafting of lesson plans
or learning activities. It is necessary for prospective teacher to fully develop
comprehensive meaning of what are written in the guides. This is to ensure that the
classroom teachers know what he/she is doing and that his/her doings are aligned
to the vision, mission, goals, and objectives of the school.
Study the following curriculum guides. See how each part is crafted and
aligned to the overall philosophy, goals and objectives of DepEd.
 13

Computer Servicing System (NC II)

14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
 30

Technical Drafting (NC II)

31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
 46

Animation (NC II)

47
48
49
50
51
52
53
54
 55

APPLY

ACTIVITY 1. Synthesize each curriculum guide and complete the table below. Use
your own words.

Curriculum Content Performance Learning

Content
Guide Standard Standard Competencies

Computer
System
Servicing NCII

Technical
Drafting NCII

Animation NCII
 56

ACTIVITY 2. Let’s say that Photo Editing is an NC II area. Develop a portion of the
curriculum guide on Photo Editing. Complete the table below.

Curriculum Content Performance Learning

Content
Guide Standard Standard Competencies
(1 only)
(1 only) (1 only) (3 only)
• • • •

•
Photo Editing

ACTIVITY 3. As an educator, how significant is your understanding of the curriculum

guide in this profession?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
 57

Section 1
DESIGNING THE LEARNING PLAN
Module 3
Crafting Industrial Arts
Lesson/Learning Plan

Intended Learning Outcome (ILO)

The learners are expected to:

1. Identify learning outcomes that are

aligned with competencies; and
2. Prepare developmentally sequenced
teaching and learning process to meet
curriculum requirements
 58

INTRODUCTION

Since you are all third-year education students, you are fully aware of the
basics, types, and structures of daily lesson plan. The details in this module are the
structures of the lesson plan that you will need to include in the activity part.

DISCUSSION

LESSON PLAN
Lesson Plan/Learning Plan is the blueprint 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 help teachers become systematic and organized and on track/on task
while teaching.
• This will aid the teachers to teacher MORE and DO MORE and will help her/his
learners attain the outcomes set for the day.
• This will help the teachers plan differentiated activities to cater to diverse
types of learners.
• This gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject.
• It also serves as practical and useful basis for future plans.
• It gives the teacher more confidence in carrying out the daily tasks.

Parts of the Daily Lesson Plan (DLP DepEd Order No. 42, series 2016)
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies

II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson – Opening the Lesson
• conduct/review of the previous lesson
• clarify concepts of the previous lessons
• introduce the connection of the new and past lesson
• state the new lesson objectives
• check background knowledge of the 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
 59

B. The Lesson Proper – Middle or Main Part of the Lesson

- explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learner
- provide feedback
- regularly check for learners’ understanding
C. After the Lesson – Closing or End of the Lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize the key
concepts and activities
- reinforce what the teacher has taught and what the learners have
completed

Note: Assessment Methods are integrated in the DLP to regularly check the
understanding of the lesson.
- Formative Assessment to be done before, during or after the lesson

V. Assignment (OPTIONAL) – It should be related to the lesson. It should allow

learners to master what was learned. (Read DepEd Order No. 329, series
2010)
VI. Remarks
- This is to document specific instances that result in the continuation of
the lesson in cases of:
i. re-teaching
ii. insufficient time
iii. transfer of lesson to the following day as a result of class suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
• To write parts of the lesson that went well or the parts that were weak, and
write briefly about it/them
• To share their thoughts and feelings about the lesson that were
successfully implemented, need improvement or could be adjusted in the
future
• To talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson. Teachers who
have been in the service for at least one (1) year, handling learning areas with
available LMS and TGs provided by the DepEd shall not be required to write the DLP
instead they shall be required to fill out a weekly Daily Lesson Log (DLL).
 60

APPLY

ACTIVITY 1. Request a sample lesson plan or a Daily Learning Plan from an ICT
Teacher. Study each part carefully. Paste it here creatively.
 61

Question: Is the learning plan developmentally sequenced to meet curriculum

requirements? Explain.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Insights on the Daily Learning Plan

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

What is the impact of this to me as a future educator?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
 62

ACTIVITY 2. Make your Daily Learning Plan (DLP) outline using the given template.
Choose ICT topic. Prepare a developmentally sequenced Learning Plan with learning
outcomes aligned with the learning competencies.

Subject Area:
Topic/Learning Content:

Learning Competencies:

What to attain or realize?

Learning Outcomes
Content Standards
Performance Standards

What to use?

Learning Resources

Procedures What to do?

Before the Lesson

The Lesson Proper

 63

After the Lesson

 64

ACTIVITY 3. Attach here creatively your own crafted Daily Lesson Plan.
 65

Section 1
DESIGNING THE LEARNING PLAN
Module 4
Crafting Information,
Communication & Technology
Module

Intended Learning Outcome (ILO)

The learners are expected to:

1. Comprehend the different components of

learning module; and
2. Develop a portion of Information,
Communication and Technology Module.
 66

INTRODUCTION

A Learning Module is an organized collection of content presented together. A

Learning Module can support a course goal, a course objective, a subject, a concept,
or a theme. Instructors can set a structured path through the content items using a
storyboard or a set of dependencies. For example, a Learning Module can present the
concept of magnets’ fields before describing how speakers and microphones work.
Understanding the first concept is dependent on understanding the second concept.
Alternatively, instructors can allow students to explore the content in a Learning
Module in any order, and at their own pace. For example, a Learning Module can
present a series of images and descriptions of various animals in a genus. Students
can view the images and descriptions in any order, as no order is required for
understanding the whole.

DISCUSSION

FLEXIBLE LEARNING
In writing effective module, first, we need to understand what flexible
learning is and how to ensure that its modalities are implemented. Is flexible
learning online learning?

What is FLEXIBLE LEARNING?

• Flexibility entails teaching and learning anywhere, anytime. It calls for a
learner-centered approach.
• The level of flexibility increases with technology integration.
• Learning should continue.
• Ensure the safety of all (students, teachers and employees).
• Ensure that all students will be included (NO ONE SHOULD BE LEFT BEHIND).

What really is FLEXIBLE LEARNING?

• It is about empowering students by offering them choices in delivery
modalities.
• It requires a balance of power between institutions and students, and seeks
to find ways in which choices can be provided that is economically viable
and appropriately manageable for institutions and students.
 67

Delivering FL concerns:
1. Pace (Deliver Schedules)
2. Place (Physical location)
3. Mode (Learning Technologies)

What are flexible modalities?

1. Blended learning
2. Distance Learning

What is distance education?

• A mode of instructional delivery whereby the teacher and the learner are
separated in time and space and the instruction is delivered through
specially designed materials and methods using appropriate technologies
and learning management system and supported by organizational and
administrative structures and arrangements.
• Enables learning to take place from a distance, virtually and differently from
the conventional classroom or traditional mode.
• Knowledge on:
Flexible Learning + Flexible Modalities = EFFECTIVE MODULE

MODULAR INSTRUCTION
• It is an alternative instructional design that used developed instructional
materials which are based on the needs of the students.
• Students engaged themselves in learning concepts presented in the module.
• They developed a sense of responsibility in accomplishing the tasks provided
in the module.
 68

Module (a.k.a. Self-learning kit)

❑ Specially designed materials and methods
❑ A module may consist of one or more units
❑ More interactive than the other types of written IMs
❑ Develops independent study through self-paced instruction
❑ Ideally contains pretest, posttest, lesson inputs, exercises and drills-
provisions for self-paced learning

Learning Module Components

According to Duldulao (2000) …

• Title
• About the Module
• Topic Opener
• Objectives and Topics
• Suggested Methodology
• Materials/Visuals
• References
• Evaluation
 69

According to IRRI…
• Title
• Prospectus
• Rationale
• Objectives
• Discussion of Topics

According to PCARRD (1997) …

• Title
• Rationale
• Description and Scope
• Objectives
• Strategies
• Resources
• Requirement
• Topics

According to CLSU-ILO (2000) …

• Title
• Scope
• Overview
• Objectives
• Discussion of Topics
• Self-check Test and Evaluation Activities
• References

In SLSU, we have three (3) models:

Model A
• Objectives
• Discussion (Lesson Proper)
• Self-assessment Questions
• Summary (intersperse within the discussion)
• References
• Mastery test/ Quiz (may be given separately)
• Answers to Self-assessment Question
• Assignment (this can be given separately together with the assignment guide.)
 70

Model B
• Title
• Introduction
• Overview
• Instruction to the Users
• Pretest
• Objecti ves
• Learning Activities
• Formative Test
• Summative Evaluation

Model C
• Title
• Overview
• Objectives
• Discussion
• Evaluation
• References

LEARNING MODULE: COMPONENTS DYNAMICS

1. Title
• The title should state clearly what your module is about.
• This first slide is the advertisement for your module. It is your best
chance to capture your learner’s attention and make them want to
study the module.
• So, make it as attractive and informative as possible!

2. Overview
• The overview introduces the learner to the theme of the module, its
purpose, organization, and uses.
• To provide clear instruction to the learners as to how s/he should
proceed, and what s/he has to do after each step.

3. Objectives
• Do not start to develop your module until you have identified a few
(usually 3-4) clear learning outcomes (LOs)
• The LOs are vital because they:
✓ determine precisely the content of the module
✓ determine precisely the assessment
 71

• Once you are happy with your LOs – stick to them and do not allow
the module to wander into other areas – FOCUS!
• Good LOs should clearly state what the learner should be able to do by
completing the module
• They should be “active” - so that the learner will be able to assess for
themselves whether or not they have achieved the LOs
• Try rewording the LOs a few different ways to get the balance right
between sufficient detail but not too long-winded
• Use “active” words such as “discuss” and “explain”

4. Discussion
• The content is the information that you want the learner to acquire.
• Clearly, this information has to be accurate and up-to-date.
• The content should also be clearly referenced so that the learner is
able to check the source of the information.
• Start by identifying a small number of reliable and up-to-date sources
of information. It is often useful to use a recent review as the main
source of your content.
72
73
 74

5. Evaluation
• In most cases, the assessment for the module should be “formative”.
This is purely for the learner’s benefit – so that he or she can track
their own progress.
• The assessment should be limited to the LOs. The purpose is to allow
the learner to confirm that they have achieved the LOs.
• The learner should perform well in your assessment. This confirms
that your module has been effective!

6. References
• Should include not only the sources used but also additional/
supplementary readings.
75
 76

APPLY

MODULE MAKING. Choose a topic in Information, Communication and Technology

that interests you. Create a learning module for a single topic. Follow the content
below:

✓ Cover Page
✓ Objectives
✓ Introduction
✓ Discussion
✓ Evaluation
✓ References
 77

Section 2
METHODS AND
TECHNIQUES IN TEACHING
Module 5
Pedagogical Approaches
Mandated by R.A. 10533

Intended Learning Outcome (ILO)

The learners are expected to:

1. Discuss the different pedagogical

approached mandated by RA 10533;
2. Perform a demonstration teaching on a
specific topic in Industrial Arts; and
3. Analyze the significance of various
pedagogical approaches in addressing
students’ needs
 78

INTRODUCTION

Understanding teaching starts from developing a viable concept of teaching

that goes beyond analyzing teaching methodology and describing various activities
that go into the process. Traditionally, it has been taken to mean everything that a
teacher does in the classroom. Lately, however, there has been accepted new notions
about teaching that include a thorough understanding of what teaching is and what
implications it gives on the act of teaching itself.
R.A. 10533 better known as the Enhanced Basic Education Act of 2013 or the
K to 12 Curriculum dictates pedagogical approaches that will be used by classroom
teachers today. Detailed in this module are the various pedagogical approaches that
you will be needing in your future classroom settings.

DISCUSSION

PEDAGOGICAL APPROACHES

Pedagogical approaches are often placed on a spectrum from teacher-centered

to learner-centered pedagogy.

Teacher-Centered Pedagogy
Teacher-centered pedagogy positions the teacher at the center of the learning
process and typically relies on methods such as whole-class lecture, rote
memorization, and chorus answers (i.e., call-and-response). This approach is often
criticized, especially when students complete only lower-order tasks and are afraid
of the teacher.
 79

Learner-Centered Pedagogy
This pedagogical approach has many associated terms (e.g., constructivist,
student-centered, participatory, active), but generally draws on learning theories
suggesting learners should play an active role in the learning process. Students
therefore use prior knowledge and new experiences to create knowledge. The teacher
facilitates this process, but also creates and structures the conditions for learning.
Burton and Bartlett (2006), as cited by Pritchard & Woollard (2010) suggest
that there is a danger that new ideas for pedagogical approaches in the classroom are
often promoted, sometimes by government agencies, without the detailed research
and theoretical underpinning relating to its being considered with due diligence
“Learning-centered pedagogy” acknowledges both learner-centered and
teacher-centered pedagogy can be effective, but teachers must consider the local
context, including the number of students in the class, the physical environment, the
availability of teaching and learning materials, etc. It suggests that teachers should be
flexible and carefully adapt their pedagogical approaches based upon the school
environment.

REPUBLIC ACT NO. 10533

Enhanced Basic Education Act of 2013

Section 5. Curriculum Development.

The DepED shall work with the Commission on Higher Education (CHED) to
craft harmonized basic and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to avoid remedial and duplication
of basic education subjects, the DepED shall coordinate with the CHED and the
Technical Education, and Skills Development Authority (TESDA). The DepED shall
adhere to the following standards and principles in developing the enhanced basic
education curriculum:
a. The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative;
f. The curriculum shall adhere to the principles, and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
g. The curriculum shall use the spiral progression
 80

h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and
social contexts.

DepEd Region IV-A Memorandum No. 233 s. 2016

Implementation of the Pedagogical Approaches Mandated by R.A. 10533

THE 2C-2I-1R PEDAGOGICAL APPROACHES

• Teaching and Learning Approaches Across Learning Areas that Support
Teacher Practice is a guide to all curriculum planners, designers and leaders
of DepEd Region IV-A. It was crafted to provide support in implementing the
approaches prescribed in R.A. 10533 expected to develop the information
skills, learning and innovation skills, communication skills, life and career
skills of all learners in the basic education program.
• The five major approaches are Constructivist, Collaborative, Integrative,
Reflective and Inquiry-based Learning (2C-2I-1R).
• Implementation of the Pedagogical Approaches
- “…this Office reiterates the use of the 2C-2I-1R approaches cum
suggested strategies and underlying principles…”

Article XIV, Section 5 of the Constitution of the Philippines

• states, “Academic freedom shall be enjoyed in all institutions of higher
learning.”
• The raison d’être (reason for being) of academic freedom is to guarantee that
teaching, learning and research are free from state intervention and
manipulation (Osieja, 2016).

PEDAGOGY
• derived from French and Latin adaptations of the Greek boy + leader, literally
means a man having oversight of a child, or an attendant leading a boy to
school (Mortimore, 1999).
• “Paidagōgos” is an ancient Greek word (παιδαγωγο′ς) meaning “a slave who
takes children to school to learn” (Pritchard & Woollard, 2010).
• It is the heart of teaching. It is the rule and principle that guide effective and
efficient activities which lead to learning (Pritchard & Woollard, 2010)
• The field relies heavily on educational psychology, which encompasses
scientific theories of learning, and to some extent on the philosophy of
education, which considers the aims and value of education from a
philosophical perspective (britannica.com).
 81

1. CONSTRUCTIVIST APPROACH
This is based on the central notion that learners construct their own understanding of the world around them
based on experience as they live and grow. They select and transform information from past and current knowledge and
experience into new personal knowledge and understanding (Pritchard & Woollard, 2010).
Constructivist Approach allows learners to be active in the process of constructing meaning and knowledge rather
than passively receiving information. It fosters critical thinking and provides learners with a learning environment that
helps them make connections with their learnings (RM No. 233 s. 2016).
Since the construction is the process of learning, teachers have a big role like (a) to influence, or create motivating
conditions for students, (b) take responsibility for creating problem situations, (c) foster acquisition and retrieval of prior
knowledge, (d) create the process of learning not the product of learning Olsen (1999).

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Thinking Skills - Strives to improve The RMFD Activity - OBP (Outcomes-
achievement by - Recall (Past Experiences) based
consciously developing - Model (follow Procedures/steps) Performance)
learners’ ability to consider - Familiarize (Repeat the - Rubrics
ideas performance/ scaffolding)
- Analyzes perspectives - Decide (form a conclusion)
- Solves problems and makes
decisions on their own
2. Activity-based - Engages learners in The 3 A's Activity - Paper presentation
individual or group - Act (giving simple - Power point
experiential learning workshops/coaching) presentation
opportunities such as - Analyze (Compare and Abstract) - Project exhibits
 82

purposeful conversation, - Apply (Use and implement) - Activities that will

project planning, hands-on demonstrate the
inquiry, analysis and multiple
product creation intelligences of the
learner
3. Direct - Guides/models the learning The TGA Activity - Laboratory
Instruction in a quickest way - Tell (Give guidance) experiment results
- Guide (Facilitate the process) - Template
- Act (Apply the concept) completion
- Framework
creation/
interpretation

2. COLLABORATIVE APPROACH
Collaborative learning (CL) is an educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product (Laal & Laal, 2012). Collaborative Approach
requires learners to work together towards a common goal. This type of learning has been called in various names like
collective learning, learning communities, peer teaching, peer learning or team learning; Learners engage in a common
task in which each individual depends on and is accountable to each other.
Further, Laal & Laal (2012) stated that good way to understand what CL means is to refer to the definitions
presented by experts in the field:
• CL is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or
students and teachers together. Activities vary, but most center on student’s exploration or application of the
course material, not simply the teacher’s presentation or explication of it (Smith, B.L. & MacGregor, J.T., 1992).
 83

• In CL, learning is a naturally social act in which participants talk among themselves. It is through the talk that
learning occurs (Gerlach, J.M., 1994, p.12).
• Two or more may be interpreted as a pair, a small group (3-5 subjects) or a class (20-30 subjects). Learn
something may be interpreted as follow a course; perform learning activities such as problem solving. Together
may be interpreted as different forms of interaction which may be face-to-face or computer mediated
(Dillenbourg, P., 1999).

In order to achieve a classroom where collaborative learning approach works, teachers must fully understand
learners preferred learning styles and view of learning. Classroom teachers shall use the following strategies properly:
1. Online - Collaborative Learning
2. Jigsaw Method
3. Think- Pair- Share
4. Integrated Process Approach
5. Peer Teaching

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Online - Prepares learners to be 1. The CPFM Activity - Project
Collaboration responsible individuals in a - Create Transparency of Presentation
technologically advanced Expectations - Paper presentation
society. Projects and - Provide Clear Instructions - Action Research
activities given by the - Form Small Groups (SHS)
teachers shall reflect - Monitor and Support - Formal Essay (SHS)
students/ current and 2. Integration of Information
future needs Technology (IT) in the lessons
 84

2. Jigsaw Method - Is a cooperative learning The TDAR Activity - Group paper

technique in which - Think (Analysis of the problem) introspection re:
learners work in small - Discuss (Share ideas on how to experiences/feeling
groups. It can be used in a solve the problem) during the group
variety of ways for a - Act (Act collaboratively) discussion
variety of goals that allows - Reflect (Introspect on the results - Product of the
for an efficient way for made by the group) group (in line with
learners to learn content, the rubrics
develop their listening, provided by the
engagement and empathy teacher)
skills aside from allowing
them to interact among
each other and work
independently.
3. Think-Pair- - Is a strategy in which The 2D-2M Activity - Group power point
Share students work together to - Decide (Upon the problem/issue to presentation
solve a problem or answer be solved) - Paper Reflection
a question. Students think - Describe (The purpose of the (Self-assessment)
through questions using strategy and provide guidelines for - Observation
three distinct steps: TPS discussions) Checklist to monitor
(Think, Pair, and Share). - Model (ensure that students the desirable
understand how to use the strategy) attitudes of the
- Monitor (Support students as they learners during
work) collaborative work
 85

4. Integrated - A highly collaborative The Process/Activity - Paper presentation

Process activity for it requires the - Think of the project as a whole - Project
Approach/ whole team to think of the - focus on life cycle design Presentation
Project entire project and all of its - Work together as a team from the - Exhibit
Management systems together/ beginning - Case studies
emphasize connections and - Conduct assessment (e.g., threat, presentation
improve communication vulnerability assessments & risk - Debates results
among students and analysis) to help identify - Demonstration
stakeholders throughout requirements and set goals - Collaborative
the life of a project. - Develop tailored solutions that writing
yield multiple benefits while
meeting requirements and goals
- Evaluate solutions
- Ensure requirements and goals
are met
- Emphasize the integrated process
5. Peer Teaching - Involves learners taking on The AFA Activity - Paper presentation
a teaching role in the school - Assign and Design the Lesson - Power Point
setting. This strategy can be - Facilitate the Lesson presentation
reciprocal teaching, peer - Assess their Peers - Group reports
tutoring and cooperative
learning
 86

3. INTEGRATIVE APPROACH
Roegiers (2001) as cited by Peyser, Gerard, & Roegiers (2006) said that the goal of such pedagogy is to enable the
learner to master those situations he/she will have to deal with in his/her professional and/or private life.
Integrative Approach provides learners with a learning environment that helps them make connections of their
learning's across curricula. It focuses on connections rather than teaching isolated facts (RM No. 233 s. 2016).
To this effect, pedagogy of integration has four objectives (Peyser, Gerard & Roegiers, 2006):
a. Making sense of the learning process
b. Differentiating matters by relevance
c. Applying the learning to practical situations
d. Associating the learned elements

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Scaffold- - Makes thinking visible The 4 As Activity - Group work
Knowledge - Models scientific thinking; - Activity (Build on students’ ideas) presentation
Integration scaffolds students to make - Analysis (Make thinking visible) - Projects exhibit
their thinking visible; - Abstraction (Encourage listening to
provides multiple others)
representations - Application (Promote
- Helps students learn from autonomy/lifelong learning)
others
- Encourages listening to
others; designs
discussions; highlights
cultural norms
 87

- Promotes autonomy and

lifelong learning
- Encourages monitoring;
provides complex projects;
revisits and generalizes
inquiry processes; scaffolds
critique
2. Content-based CBI lesson focuses on the topic The 4As Activity (same as above) - Power point
Instruction or subject matter using the - Activity presentation
(CBD) language they are trying to - Analysis - Paper
learn as a tool for developing - Abstraction - Action research
knowledge. They develop their - Application (SHS)
linguistic ability in the target
language with the content of a
particular subject.

This is thought to be a more

natural way of developing
language ability and one that
corresponds more to the way
we originally learn our first
language.
 88

Six-T's Features

Themes – Central ideas that

organize major curricular units

Text – content resources

which drive the basic planning
of theme units

Topics – sub-units of content

which explore specific aspects
of the theme

Threads – linkages across

themes which create greater
curricular coherence

Tasks – instructional activities

and techniques utilized

Transitions – explicitly
planned actions which provide
coherence across topics in a
theme unit and across tasks
within topics
 89

3. Thematic - integrates basic discipline The AACE Activity (Kalantzis, 2007) - One way to check if
Teaching & of all subjects - Apply (Being Creative) the teacher is using
Learning by - Acquires knowledge best - Analyze (Being Critical) thematic approach
Design when learning in the - Conceptualize (Design Theory) is the bulletin
context of a coherent - Experience (New concept with board display
"whole" and when they can celebration) where lessons in
connect what they're different learning
learning to the real world. areas are connected
- Seeks to put the teaching of to each other and
cognitive skills such as focus on the theme
reading, mathematics,
science, and writing in the - culminating
context of a real-world performance
subject that is both specific
enough to be practical, and
broad enough to allow
creative exploration

4. INQUIRY-BASED APPROACH
“Inquiry ... requires more than simply answering questions or getting a right answer. It espouses investigation,
exploration, search, quest, research, pursuit, and study” (Kuklthau, Maniotes & Caspari, 2007).
Inquiry-based learning is an approach of acquiring or obtaining information thru investigation carried out by the
learners who are eager to know the phenomenon in question. It is used to engage learners of all ages to learn by
exploration and discovery. As learners investigate, they build their understanding and create meaning and new
knowledge on a certain content/topic. The process of inquiry begins with gathering information and data through seeing,
hearing, touching, tasting, and smelling.
 90

Whitworth, Maeng & Bell (2013) inquiry is an important pedagogical approach in teaching Science. Another
underlying reason is that its success can be significantly improved due to the recent technical developments that allow
the inquiry process to be supported by electronic learning environments (Pedaste, Et al., 2015).
Educators play an active role throughout the process by establishing a culture where ideas are respectfully
challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of
enacted understanding and further questioning (Scardamalia, 2002).
To achieve the desired outcomes using this approach, the following strategies can be adopted (RM No. 233 s.
2016):
a. Simulation
b. Demonstration
c. Experiment
d. Field Study
e. Project Work

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Cyclic Inquiry - Demonstrates an activity or The AICDR Activity (Bruner 1965) - Formal and
Model and the a process of a given - Ask (To know) informal
Practical content/topic. Post the - Investigate (To analyze) observations
Inquiry Model topic as a statement starter - Create (To form) - Discussions/
or a question on small - Discuss (To give arguments) conferences
board - Reflect (To introspect) - Tasks done in
- Communicates through groups
writing with markers, The DCAP Activity (Garrison, - Demonstrations/
asking questions and Anderson &Archer, 1999) Performances
 91

making comments to the - Deliberate (Applicability of the - Projects /Portfolios

prompt and to each other's concept) - Peer and Self-
posts - Conceive (Idea/concept formulated) Assessment
- Act (Application of the concept) - Self-reflection
- Perceive (Awareness on the
usability of the concept)
2. Knowledge- Collects/processes the results The EIBU Activity - Formal and
Building at the end to use as data for - Experience (setting up the concept) informal
community later activities based on the - Inform (Gather and analyze observations
model community of learner's information) - Discussions/
participation. This can be - Build knowledge (Processing and conferences
tweaked by allowing them to Abstraction) - Tasks done in
review these results. - Understand (Decision-making) groups
- Demonstrations/
Performances
- Projects /Portfolios
- Peer and Self-
Assessment
- Self-reflection
3. Experiment - An activity of doing - Introduce the activity. - Standardized tests,
investigation - Ask the learners to state the quizzes and
- Encourages learners’ problem in the form of a question. homework/
interest to manipulate This will lead them to formulate assignments
objects, test hypothesis and their hypothesis - Open-ended
work together to solve or - Allow them to do research and questions that
prove something exciting. gather information on the problem allow learners/
 92

In the process, learners are - Guide them to form a hypothesis teachers to reflect
able to see or relate - Ask them to do the experiment to on their experience
concepts better thereby test the hypothesis and give an idea of
contributing to a thorough - Allow them to collect, record and what they did and
understanding of concepts analyze data from the experiment. did not get from the
Let them present their findings for experiment,
others to comment or react to their - Exhibits
findings. - Study/Research
- State a conclusion based on the Presentation
results

5. REFLECTIVE APPROACH
Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking
about why they do it, and analyzing about it if it works. This is a process of self-evaluation cum self-observation (Regional
Memorandum No. 233, s. 2016)
• Suggested Strategies: Self-Evaluation and Self Reflection
• Suggested Form of Assessment: Diary Presentation, Paper writing Reports, or Journals

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
Self-evaluation - collects information about The TTRA Activity - Diary Presentation
and Self-reflection what goes on inside the - Think (Analyze patterns occurring - Paper writing
classroom during the teaching and learning - Reports
process) - Journals
 93

- Analyzes/evaluates the - Talk (Self-talk or group talk done by

obtained information by the teacher or learner-source of
teacher and learner reflection)
- Engenders improvements - Read (finding out or making
in teaching towards affirmations regarding behavioral
effective learning patterns)
- Ask (Post questions to get ideas or
opportunities on an area that
interest you to improve/develop)
 94

APPLY

Each student in class will do demonstration teaching. They are free to select
their topic of interests as long as it is under the Information, Communication and
Technology field. Rubrics that will be used in the demonstration is detailed below.

PERFORMANCE INDICATOR POINTS RATING

I. Personal Appearance (10%)
a. Well-poised 2
b. Properly groomed 2
c. Free of mannerism 2
d. Pleasant disposition 2
e. Strong enough to command respect
2
and attention
Subtotal 10
II. Lesson Planning (10%)
a. Objectives are stated in behavioral
terms (KSA) and in content/ 2
performance standards (K12).
b. Lesson plan contains relevant and
2
appropriate activities.
c. Lesson plan is well-written requiring
2
minimum or no revision.
d. Neatness and proper format are
2
observed.
e. Lesson plan is submitted on time. 2
Subtotal 10
 95

III. Preparation and Utilization of

Instructional Material (10%)
a. Instructional materials are
2
appropriate for activities given.
b. Visual materials are clear, neat, and
2
attractive.
c. Instructional materials used show
teacher’s creativity and 3
resourcefulness
d. Instructional materials are utilized
3
properly and effectively
Subtotal 10
IV. Classroom Management (10%)
a. Has a systematic way of checking
attendance, assignment, practice,
exercise, group work, projects, 3
correcting, distributing, and
collecting papers.
b. Handles disciplinary problems
effectively by means of different
3
classroom management techniques
(e.g. Tone of voice, etc.)
c. Motivates and keep student’s
2
attention and interest
d. Create classroom experience,
allowing us to share or express 2
ideas/opinion/experience freely.
Subtotal 10
V. Guiding Teaching and Learning
Experience (50%)
a. Makes effective introduction and
4
motivation
b. Gives clear directions and logical
3
explanations
c. Has a mastery of subject matter 5
d. Strategies are well planned and
5
executed
e. Board work is well-done 2
f. Makes effective use of the allotted
3
time
g. Uses appropriate questioning
4
techniques
 96

h. Provides varied learning tasks and

3
students activities
i. Gives incidental teaching when
2
necessary
j. Focuses students attention on
3
important points in the lesson
k. Rapport between mentor/pupils is
3
shown
l. Guides students in summarizing
3
main ideas/concepts
m. Handles wrong answer tactfully 3
n. Provides appropriate reinforcement
in order to maximize student’s 3
participation inside the classroom
o. Conducts different types of
4
assessment tools properly
Subtotal 50

VI. Communication Skills 10%

a. Speaks clearly with a well-modulated 2
voice
b. Uses correct grammar and pronunciation 3
c. Able to elicit the correct answer through 3
skillful questioning
d. Board work and lesson plan is free from 2
errors in grammar and spelling.
Subtotal 10
GRAND TOTAL 100
 97

REFERENCES

Ackermann, E. (2001). Piaget's Constructivism, Papert's Constructionism: What's the

difference?.

Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting
fundamental principles with process and practice. Routledge.

Corpuz, B. B. (2015). Principles of Teaching. Lorimar Publishing, Inc. Quezon City,

Manila.

Gunduz, N. & Hürsen, Ç. (2015). Constructivism in Teaching and Learning: Content

Analysis Evaluation. Procedia - Social and Behavioral Sciences. 191. 526- 533.
10.1016/j.sbspro.2015.04.640.

Kolomitro, K., & Gee, K. (2015). Developing effective learning outcomes: a practical
guide. Retrieved
from http://www.queensu.ca/ctl/resources/publications/learning-
outcomes.html opens in new window

Laal, M. & Laal, M. (2012). Collaborative learning: What is it?. Procedia - Social and
Behavioral Sciences. 10.1016/j.sbspro.2011.12.092.

McDonald, J., Siddall, G., Mandell, D., & Hughes, S. (2010). Two sides of the same coin:
Student-faculty perspectives of the course syllabus. Collected Essays on
Teaching and Learning, 3. Retrieved from
http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3249/262
6 opens in new window

McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice approach to

choosing instructional methods. Journal of Management Education Vol 40
Issue 1.

Mortimore, P. (1999). Understanding Pedagogy: And Its Impact on Learning. Paul

Chapman Publishing Ltd. A SAGE Publications Company.

Navaneedhan, C. G. (2010). Reflective teaching pedagogy as innovative approach in

teacher education through open and distance learning. Journal of media and
Communication. 3. 10.5897/JMCS11.028.
 98

Ng, E. & Parry, E. (2016). Multigenerational Research in Human Resource

Management. 10.1108/S0742-730120160000034008.

Osieja, H. (2016). Academic Freedom: Foundations, Limitations and Delimitations.

6460-6464. 10.21125/edulearn.2016.0393.

Pedaste, M., Mäeots, M., Siiman, L., de Jong, T., Riesen, S., T. Kamp, E., Manoli, C.,
Zacharia, Z., and Tsourlidaki, E. (2015). Phases of inquiry-based learning:
Definitions and the inquiry cycle. Educational Research Review. 14.
10.1016/j.edurev.2015.02.003.

Peyser, A. & Gerard, F. M. & Roegiers, X. (2006). Implementing a pedagogy of

integration: some thoughts based on a Textbook Elaboration Experience in
Vietnam 1. Planning and Changing.

Pritchard, A. & Woollard, J. (2010). Psychology for the classroom: constructivism and
social learning. Routledge. New York, NY 10016.

Shulman, L. (2005, Summer). Signature pedagogies in the professions. Daedalus, 134,

52-59.

Training Regulations for Carpentry NC II. Technical Education and Skills

Development Authority.

Training Regulations for Automotive Servicing NC II. Technical Education and Skills
Development Authority

Training Regulations for Electrical-Installation and Maintenance NC II. Technical

Education and Skills Development Authority

Training Regulations for Electric Power Distribution Line Construction NC II.

Technical Education and Skills Development Authority.

Training Regulations for SMAW NC II. Technical Education and Skills Development
Authority

Wang, P. H. & Wu, P. L., Yu, K. W. & Lin, Y. X. (2015). Influence of Implementing
Inquiry-based Instruction on Science Learning Motivation and Interest: A
Perspective of Comparison. Procedia - Social and Behavioral Sciences. 174.
1292-1299. 10.1016/j.sbspro.2015.01.750.