TTL 2 ELEM MODULE Preliminary

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF TEACHER EDUCATION
LEARNING MODULE
FOR
TTL 2: TECHNOLOGY FOR TEACHING AND LEARNING
IN THE ELEMENTARY GRADES
PRELIMINARY
TTL 2: Technology for Teaching and Learning in the Elementary Grades

Page - 1 - of 54
COURSE OUTLINE
COURSE CODE : TTL 2

TITLE : Technology for Teaching and Learning
in the Elementary Grades
TARGET POPULATION : All Third Year BEED Students
INSTRUCTOR : Aubrey Bryant D. Fuentes
Overview:
This course is designed for prospective teachers to develop and use digital and
non-digital teaching-learning resources using technology tools appropriate in various
subject areas at the elementary level. Further, the course will provide opportunities for
students to use technology tools to develop project-based collaborative activities and
share resources among communities of practice.
Objectives:
a) Articulate the relationship of education to larger historical, cultural, and
political processes.
b) Facilitate learning using a wide range of teaching methodologies in various
types of environments.
c) Develop alternative reaching approaches for diverse learners.
d) Apply skills in curriculum development, lesson planning materials
development, instructional delivery, and educational assessment.
e) Demonstrate basic higher and higher levels of thinking skills in planning,
assessing, and reporting.
f) Practice professional and ethical teaching standards to respond to the
demands of the community.
g) Pursue lifelong learning for personal and professional growth.

Page - 2 - of 54
The following are the topics to be discussed:
Week 1 21ST CENTURY SKILLS

Week 2 LEARNING ACTIVITIES TO DEVELOP VIEWING, LISTENING,
SPEAKING, READING, AND WRITING SKILLS
Week 3 PROMOTING DIGITAL CITIZENSHIP
Week 4 REVISITING ELEMENTARY LEARNING PLANS:
INTEGRATION OF 21ST CENTURY SKILLS AND ICTS
Week 5 NATURE OF PROBLEM-BASED AND PROJECT-BASED
APPROACHES IN LANGUAGE ACQUISITION
Instruction to the Learners

Each chapter in this module contains lessons involving teaching-learning resources
using technology tools appropriate in various subject areas at the elementary level. The
units are characterized by continuity and are arranged in such a manner that the present
unit is related to the next unit. For this reason, you are advised to read this module. After
each unit, there are activities given. Submission will be a week after the tasks are given.

Page - 3 - of 54
WEEK 1
VISION, MISSION, AND CORE VALUES OF SEAIT
VISION MISSION CORE VALUES
Service
A premier institution that To produce competent,
Excellence
provides quality education and community-oriented, and
Accountability
globally empowered globally competitive individuals
Innovation
individuals. through holistic education.
Teamwork
SEAIT HISTORICAL BACKGROUND
The South East Asian Institute of Technology, Inc. located at National Highway,
Crossing Rubber, Tupi, South Cotabato, was founded by Engr. Reynaldo S. Tamayo, Jr.
and co-founded by Rochelle P. Tamayo, his wife, in 2006. Mr. and Mrs. Reynaldo S.
Tamayo, Jr. were Department of Science and Technology (DOST) scholars in Bachelor
of Information Technology at Cebu Institute of Technology. They wish to help the youth in
Tupi earn their college degree so they can become productive citizens of the country.
Strongly driven by a deep commitment to contribute to nation-building by creating a
landmark of social development through education in Tupi, the couple planned to realize
this particular dream with the all-out support of the entire Tamayo family. With the
Tamayo family as the couple’s stronghold, they thought of opening a higher education
institution in 2006. However, they decided to open first a technical-vocational school in
the said year.
The school was named SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
or SEAIT. The name was anchored in the vision of offering quality education to impact
not only the region but also the South East Asian countries. At first, the school offered
Computer Programming NC-IV and Computer Hardware Servicing NC II. With respective
certificates from the TESDA XII, SEAIT offered Computer Programming NC-IV and
Computer Hardware Servicing NC-I in 2006. After a year, Hotel and Restaurant
Management were added to its program offerings.
The couple manage to upgrade SEAIT in 2008. They added BSIT with very
affordable tuition and other fees per semester. As the year passed, SEAIT continue to
grow and offered more courses until today. It also provided assistance and scholarship
grants from Tulong-Dunong and CHED to help the youth in the municipality value
affordable and quality education. And in 2016, the Universal Financial Assistance for
Tertiary Education (UNIFAST) became an “amazing come on among higher education
institutions, including SEAIT, in the region.

Page - 4 - of 54
As an educational institution, SEAIT has existed for 15 years. It has graduated 12
batches in college. It is known for its Information Technology niche as this is the field of
specialization of the founder and co-founder. It is also known for its Civil Engineering
program as this is the field of specialization of the parents of the founder and the current
president.
ACADEMIC POLICIES
A. Academic Rights: Every student has the right to receive competent instruction and
relevant quality education.
B. General Enrolment Procedures: All prospective students with their necessary
credentials must enroll during the prescribed registration period. To facilitate
registration, students should read guidelines posted online via the SEAIT official page
or on the bulletin board and be guided by the registration procedures.
C. Class Attendance: Every student is required prompt and regular attendance.
Tardiness and absences are recorded from the first day of classes. There is a
corresponding sanction with multiple absences or tardiness.
D. Examination and Grading System: There are 3 major examinations administered
every semester, namely Prelim, Midterm, and Final Examination. The registrar
determines the schedule of the major examination. Grading System: 40% Quizzes;
20% Class Standing; 40% Examination.
E. Graduating with Latin Honors: The office of the Registrar in close coordination with
the Office of the Vice President for Academics shall determine and recommend to the
administrator a student who completes his baccalaureate degree with honors
provided with standard qualifications.
F. Student Fees: Includes the registration and other fees.
G. Scholarship Programs: The school recognizes excellence in academic
achievement. This is manifested in its scholarship programs given to deserving
students. Other scholarships funded by the Government and private benefactors are
acknowledged provided that a Memorandum of Agreement has been duly processed
and approved by the School President.

Page - 5 - of 54
NON-ACADEMIC POLICIES
A. Code of Discipline for Students: The rules and regulations of the institution are
intended to maintain the order necessary for an academic environment and to ensure
an atmosphere conducive to the formation of values for men and women and others.
B. School Identification Card (SID): SID cards will be issued and validated by the SAO
upon enrolment. The student is required to wear his SID card at all times while he is
within the school premises.
C. Uniforms/Dress Code: The school uniform must be worn with respect and dignity.
Only students wearing the prescribed uniform will be allowed to enter the school
premises and the classroom.
D. Prescribed haircut for Criminology students: Female- 2/3 (hairnet shall be used
to those who don’t want to cut their hair; Male- 2/0
CLASS POLICIES
1. Awareness of intended audience

Example: classes are meant for students currently enrolled in the course and you
must not enter or share a class meeting with someone unauthorized
2. General etiquette
Example: mute microphones when not speaking, raise hand virtually to ask a
question, turn off the camera if you're stepping away
3. Discussion
Example: you can disagree with others but should do so respectfully and
constructively
4. Privacy
For example, students should consult with the instructor to receive permission to
record the class
5. Communicate instances of disruptive behaviors to the proper instructor, faculty
member, or escalate the complaint when necessary.

Page - 6 - of 54
WEEK 1
21ST CENTURY SKILLS
“Education is the passport to the future,

for tomorrow belongs to those who prepare for it today.”
-Malcolm X
It is becoming increasingly clear that knowledge alone is not enough to prepare

students to thrive in the world. Employers are speaking out about their newly-hired
graduates and their lack of skills in the workplace. To truly have the expertise, students
must learn what to do with the information they learn. Can they use it to create
something new? How do they know that it is making a sound argument? Can they
communicate their knowledge? Can they work together to construct something greater
than any student?
This chapter will justify and explore the skills necessary for a 21st Century Education:
Creativity, Critical Thinking, Communication, and Collaboration (4 Cs).
The following sections examine each skill separately, including its importance and
relevant cognitive science and education research, as well as brief thoughts on teaching
and assessment. Although it presents the skills separately from the knowledge, these
skills are meant to be taught through and with the teaching of content knowledge.

Page - 7 - of 54
A. CREATIVITY
Creativity is traditionally considered to be
most directly involved with artistic endeavors
such as art and music. While this association is
rooted in truth, the false equating of creativity
exclusively with art is misleading and has been
described as “art bias.” Recently, creativity is
integral to a wide range of skills, including
scientific thinking, entrepreneurship, design
thinking, and mathematics.
In teaching for creativity, it is important to
remember it can take place at various levels. The
following taxonomy organizes activities according
to the creativity involved: from perfect imitation to
the elusive idea of complete originality. There are opportunities for creativity in the
classroom across all of these levels:
EXAMPLES OF CREATIVITY AT DIFFERENT LEVELS

Level of
Definition Classroom Example
Creativity
Creation by identical replication. This is a

Memorize an excerpt of a piece of
Imitation foundational skill and is often the starting
literature and perform it aloud in class.
point for more creative tasks.
Rewrite a sentence from a piece of

Creation by varying a particular aspect or
literature with the same grammatical
Variation aspects of the work, and imitating the
structure, by changing the subject
rest exactly.
matter and vocabulary.
A mixture of two or more works into one, Create a Rube Goldberg machine out of
Combination
new work. the simple machines learned in class.
Create a timeline of historical events

Translation of an existing work into a
Transformation based on class notes that separates
different medium or representation.
political, social, and economic threads.
Creation of a new piece of work that is

Original Creation only very distantly, if at all, related to Write a short story.
previous works.

Page - 8 - of 54
Although more open-ended assignments demand greater creativity, they are not
necessarily more effective. If students haven’t built up the necessary skills, assignments
that are too open-ended will be overwhelming and ineffective. Teachers should set
helpful boundaries within which to innovate, according to the learning outcome they hope
to accomplish.
B. CRITICAL THINKING
Critical thinking in education can be traced back to the work of Socrates, who used
questions to encourage his interlocutors to clarify their assumptions and back up their
claims, pushing past ideas that seemed self-evident and exposing the underlying biases
and gaps in reasoning. Now, 2,400 years later, critical thinking remains a top priority for
education. Such “habits of mind” as those that
comprise critical thinking have been “consistently
and emphatically identified by those who teach
entry-level college courses as being as important
as or more important than any specific content
knowledge taught in high school.” The most
famous conceptualization of critical thinking
comes from Bloom’s Taxonomy, but many have
taken the same ideas and described them
differently. Below is a comparison of taxonomies,
all illustrating the educational goal of progression
from lower-level forms of knowledge access to
higher levels of comprehension, and into various
goals of critical thinking (analysis, synthesis,
evaluation, etc.).
TAXONOMIES OF EDUCATIONAL OBJECTIVES

Bloom (1956) Anderson & Krathwohl (2001) Marzano & Kendall (2006) PISA (2000)
Evaluation Create Self-System Thinking Communicate

Synthesis Evaluate Metacognition Construct
Analysis Analyze Knowledge Utilization Evaluate
Comprehension Apply Analysis Integrate
Knowledge Understand Comprehension Manage
Remember Retrieval Access

Page - 9 - of 54
Teaching critical thinking can come in many different forms, from an explicit
curriculum devoted to identifying and practicing the necessary higher-order thinking skills,
to content-based projects that involve interpreting information, analyzing parts and
wholes, evaluating evidence, taking multiple perspectives, discerning patterns, and
grasping abstract ideas. Teaching critical thinking is often tied closely with developing
metacognitive habits of mind, as each can strengthen the other. The main challenge is
the successful transfer of critical thinking skills to contexts outside the one in which they
were learned.
C. COMMUNICATION
Although only some professions are based on communication at their core (such as
therapy and public speaking), all professions require various forms of it (negotiating,
giving instructions, advising, building relationships, resolving conflicts, etc.) regularly.
The explicit teaching of communication is discussed in research contexts from preschool
to medical school.
Traditional classwork such as writing papers and giving presentations is often
one-sided, and thus not truly communication; it is inconsequential whether or not the
audience successfully understands the information. For this reason, collaborative tasks
(discussed in the Collaboration section below) can be an important way to train and
measure true communication skills. Another method to train authentic communication is
peer tutoring—when students tutor their classmates or younger students. Not only is
teaching a great test of whether the student has understood the material, but the
challenge of communicating it to another student
increases the tutor’s effort and the responsibility
of the role increases their self-concept.
In today’s digital age, communication skills
have become both more important and more
varied. Scholars have noted that adding a focus
on media literacy to the traditional literacy goals
has the potential to (a) increase learning by
making the practices of literacy relevant to
students' ways of knowing, (b) accommodate
diverse learning styles and meet the needs of
multicultural learners, and (c) develop creativity,
self-expression, teamwork, and workplace skills.

Page - 10 - of 54
D. COLLABORATION
Simply put, collaboration is the joining
together of multiple individuals in service of
working towards a common goal. Several tactics
have been proven effective in teaching the tenets
of collaboration in the classroom. Establishing
group agreements and accountability for
assigned tasks sets the stage for division of labor
and synergy of efforts.
Collaborative learning has been shown to
increase learning outcomes, enjoyment of the
subject matter, self-esteem, and inclusiveness of
diversity. Many different pedagogical tools utilize
collaborative learning, and across a
meta-analysis, they are more effective in producing academic achievement than
individualistic or competitive learning. Students are also more positive about school,
subject areas, and teachers, as well as each other when they learn collaboratively. It is
also synergistic with the other 21st century skills discussed here, serving as an authentic
goal of communication, enhancing critical thinking, and creativity
a) Teaching listening skills allow for the creation of a space where ideas can be shared,
received, and applied.
b) Teaching the art of asking good questions – particularly, open-ended and
thought-provoking inquiries – facilitates the expansion of knowledge and aids
progress towards optimized solutions.
c) Demonstrating the skills of negotiation – patient listening, flexibility, articulating
points of agreement, and maintaining the ability to think clearly under pressure – is
paramount in any collaborative situation.
Skills represent “How we use what we know.” They are being demanded by
employers, and are key to teaching students a deep understanding of knowledge and
facilitating the transfer of that learning to new environments. To that end, they are
intrinsically connected to knowledge, as it is implausible to teach skills without a
supporting content base. In this way, we might engage the substantial challenges of
today's political climate, the new demands of contemporary workplaces, and the paths to
personal and societal fulfillment in a modern world.

Page - 11 - of 54
ACTIVITY 1
ILLUSTRATE YOUR IDEA
Name: Score:
Course/Year/Set Date:
Direction: Based on the skills necessary for a 21st Century Education, how do you
illustrate the 4Cs in this chapter? Describe each skill based on what you have read and
based on your idea. Write your answers on the table below. (5 points each)
DESCRIPTION YOUR OWN

21ST CENTURY SKILLS
FROM THE TEXT DESCRIPTION
Creativity
Critical Thinking
Communication
Collaboration
Total: 40 points
(see next page for rubrics)

Page - 12 - of 54
RUBRICS
LEVEL DESCRIPTION
An important main idea is completely stated. Supporting details are relevant
Outstanding
and convincing. How the evidence supports the main idea is clear,
(5 points)
reasonable, and explained in detail.
An important main idea is considerably stated. Supporting details are most
Good
relevant and convincing. How the evidence supports the main idea is mostly
(4 points)
clear, most reasonable, and explained well.
The main idea is partially stated. Supporting details are somewhat relevant.
Fair
How the evidence supports the main idea is somewhat clear and
(3 points)
reasonable. Some explanation is given.
An idea is stated. Few supporting details are given. How the evidence
Poor
supports the main idea is almost clear and reasonable. Some explanation is
(2 points)
given.
The main idea is not stated or is not correct. Supporting details are not
Very Poor
relevant or are missing. How the evidence supports the main idea is not
(1 point)
clear, not reasonable, and/or not explained.
0 No response. Task not attempted.
End of the first week
--------------------------------------------- Nothing Follows ---------------------------------------------

Page - 13 - of 54
LEARNING MODULE
FOR
PRELIMINARY

Page - 14 - of 54
WEEK 2
LEARNING ACTIVITIES TO DEVELOP VIEWING, LISTENING,
SPEAKING, READING, AND WRITING SKILLS
When a teacher makes use of activities that have been specially designed to
incorporate several language skills simultaneously (such as viewing, listening, speaking,
reading, and writing), they provide their students with situations that allow for
well-rounded development and progress in all areas of language learning. In this section,
we will discuss the 'four skills as well as some activities that can be used in the
classroom to promote all five.
A. VIEWING SKILLS
Viewing is important because as students are dealing with mainly multimodal texts,
they need to understand them and to become more effective, active, and critical viewers
to be able to participate fully in society. Viewing helps students develop the knowledge
and skills to analyze and evaluate visual texts and multimodal texts that use visuals.
Viewing also helps students acquire
information and appreciate ideas and
experiences visually communicated by
others.
Students must be aware that
understanding the viewing process is as
important as understanding the listening

Page - 15 - of 54
and reading process. Students should understand that effective, active viewers engage
in the following procedure:
Pre-viewing
Students prepare to view by activating their schema (the prior knowledge they bring to the study of a
topic or theme), anticipating a message, predicting, speculating, asking questions, and setting a purpose
for viewing.
During viewing
Students view the visual text to understand the message by seeking and checking to understand,
making connections, making and confirming predictions and inferences, interpreting and summarizing,
pausing and reviewing, and analyzing and evaluating. Students should monitor their understanding by
connecting to their schema, questioning, and reflecting.
After viewing/responding
Students should be given opportunities to respond personally, critically, and creatively to visual texts.
Students respond by reflecting, analyzing, evaluating, and creating.
B. LISTENING SKILLS
Listening comprehension is a key initial step in
communication. The better a student can
understand what is being said, the better will be
their ability to communicate. Students may feel a
great deal of pride when they can comprehend
something in the target language. This can be a
great motivating factor in continuing to learn the
language, and teachers should do whatever
possible to promote this sense of accomplishment.
Examples of listening activities to use in the classroom:
Semi-Guided Tasks (teacher may prompt with questions)
a) listen to a paragraph as it is read aloud and summarize it in your own words;

b) listen to a favorite song and summarize its contents;
c) listen to a dialogue, cartoon, or skit and edit where necessary;
d) listen to a joke or riddle which reveals something about the culture being studied;
e) listen to a children's story or rhyme, a fable, or proverb.
Unstructured Tasks
Describe one of the following and record it onto a cassette, computer program, etc. (students may be
permitted to make some brief notes to prepare)
a) a process such as cooking rice or riding a bike;

b) a familiar person;
c) a landmark in your locale;
d) conduct a survey of native speakers regarding views on a controversial issue

Page - 16 - of 54
e) present and discuss the summary.
There are several advantages to this activity. The recordings allow participants to hear themselves speak
in the target language, which can be very helpful for shy learners. Students view this as an easier form of
homework than a written assignment which will motivate the student to complete the task.
Pre-Listening and While-Listening Activities
It is often stated that spoken and written language differ. Some reasons for this include the following:
spoken language is often used for social interaction rather than simply presenting information; it takes
place in a context that provides visual and aural cues which assist comprehension; and, often we listen
with a particular purpose in mind, sifting through what we hear to meet that purpose. Furthermore, native
speakers have unstated preconceived ideas as to how a conversation should proceed, and interpret the
conversation based on their contextual knowledge about the speaker and the situation. All of these
factors demand well-developed listening skills. A teacher can assist their students to hone their listening
skills through pre-listening and while-listening activities.
Example:
Ask the class questions about a topic, but do NOT record their responses. Then read a passage that
relates to the same topic. Ask them the same questions again. Afterward, initiate a discussion as
to the effectiveness of the pre-listening questions: did they help the listener focus more quickly? Why
or why not?
Selective Listening
Selective listening skills can be developed by giving students things to listen for. The objective would be to
increase the students’ awareness of what they hear and understand without metalinguistic input. A
relevant exercise would be to have the students listen to any number of the following oral activities, and
respond to a series of prepared questions. The students might need to do some of these listening
activities before class.
a) engage in conversation with someone

b) listen to an ad on TV or radio
c) listen to folktales
d) listen to directions
e) understand radio news
f) teach and encourage prediction
g) use advertisement materials
Other Listening Activities

a) Simon Says: students will follow exactly whatever the assigned “Simon” commands.
b) True-False: each student has a card – on one side of the card the word ‘yes’ is
written, on the flip side ‘no’ (in the target language, of course); students hold up the
appropriate card in response to the teacher's questions. This exercise can also be
done using hand signals instead: thumbs up or down or using one’s left or right hand
to indicate yes or no.
c) Sound identification game: students make a consonant or vowel fan, which is a
series of paper strips with one letter or combination of letters at the end of each
paper. The teacher points to a picture of a word and the students use the fan to
indicate which letter the word begins with.

Page - 17 - of 54
d) Three Card game: Each student receives three cards with words or pictures
written/drawn on them; for example, card #1 may say south, card #2 may say Friday,
and #3 may say Spring. The teacher asks oral questions and the students hold up
the appropriate card in response. For example, the teacher says ‘I want the card
that is the name of a season.
C. SPEAKING SKILLS
Students often value speaking more than the other
skills so motivation is not always as big of an issue, but
what often happens is students feel more anxiety
related to their oral production. As speaking is
interrelated with the other skills, its development
results in the development of the others. One of the
primary benefits of increased communicative
competency is the resulting job, education, and travel
opportunities; it is always an asset to be able to
communicate with other people.
Tips for promoting speaking in the classroom:

When assisting students in the development of their oral skills, there are some tips
and techniques that teachers can use to minimize students’ anxiety and to make the
development as efficient and practical as possible. This way, students will learn more
and have increased motivation to continue this skill development.
a) Create authentic practice activities that are as similar to real-life as possible.

b) Create different contexts in which students can practice to broaden their
vocabulary and experiential horizons.
c) Provide scaffolding and support for each context; this means making sure
students are aware of the appropriate vocabulary and what social or cultural
norms are appropriate.
d) Don’t focus solely on errors; correct as much as each student can handle, more
advanced students can often handle more correction, but avoid excessive
correction if it will promote anxiety.
e) Be aware of Higgs, what students at different levels can focus on.
f) Give students options to use when responding to questions and teach them those

Page - 18 - of 54
options; allow them to use minimal responses if it reduces anxiety but make sure
all students are aware of the possibilities. This allows for differentiation, as
students can use the level of response that they feel comfortable with.
g) Develop routines involving certain scripts (ie greetings, compliments, asking
certain questions) so students become comfortable and familiar with those
scripts.
h) Use gestures to help get meaning across and encourage students to do the
same; emphasize that what is important is the meaning.
i) Make it fun!
D. READING SKILLS
The benefit of reading is that it contributes
significantly to the development of that target
language. Students are exposed to complex and
authentic forms of the language through their process
of noticing; it might not happen right away, but as a
student develops more in the language, then more
complex forms will be noticed through reading.
Another benefit of reading is that it develops
different competencies in the language:
Linguistic Competence
Students gain knowledge about specific elements of language such as vocabulary and grammar.
Discourse Competence
Students are exposed to the structure of texts and how they are put together.
Sociolinguistic Competence
Students learn about different texts and structures in the target language and just how those are used
in a particular culture.
Strategic Competence
Students gain insight into different language learning strategies. For example, a top-down strategy
might be emphasized, where students would use the general meaning of a text to determine its specifics. A
bottom-up strategy, on the other hand, would focus on the specifics, such as specific words, and work its
way up towards the general meaning.

Page - 19 - of 54
Strategies to assist in reading development
Simply having students read is not enough to develop their reading skills. Below are
some activities that can help students not only improve their reading skills but approach
the task of reading differently:
Previewing Predicting
Students review titles, headings, and photo

Students make predictions based on subject matter
captions to gain an idea of the subject matter.
obtained from previewing and from the form used.
Skimming Scanning
Students read to get an overall view or get an

impression of the content. This is when you pick Students read to look for a particular word or
out the main ideas or messages. phrase. They can ignore unnecessary ones.
Guessing from context Paraphrasing
Students use prior knowledge of the subject and

At the end of sections, students stop to rephrase
previous activities to guess at the meaning of
what they’ve just read to check for comprehension.
certain words and sections
A teacher cannot expect students to know these strategies naturally; it is important to

develop and teach these strategies in the classroom, whether explicitly or implicitly.
Some techniques for doing this are:
a. Modeling the strategies aloud as a group
b. Giving the students time ahead to preview the reading material
c. Using fill in the blank (cloze) exercises to give the students a chance to focus on
more difficult and key vocabulary
d. Encourage students to reflect on strategies used and what other ones might have
been useful.
E. WRITING SKILLS
Writing is an integral and necessary skill
when learning. Writing is necessary if a person
is looking to study or work in a particular
country. Writing also results in increased
practice using the language. Connections can
be made between the five key skills in learning:
viewing, listening, speaking, reading, and
writing. These skills do not exist independently,

Page - 20 - of 54
they are interrelated; improving one will result in improvements in the others. Writing is a
manner for students to practice their skills in a way that promotes noticing; as they write
their texts, they are forced to notice certain grammar and vocabulary structures and
reflect on why those are used and not others.
Writing occurs in three phases

Teachers should be aware of these phases and inform the students of them.
Activities can be structured around these phases to show students just how different the
process of each phase is.
Prewriting Composing Revision
generation of ideas, discussion revision of style/ grammar/

creation of outline, writing,
of purpose/ format, etc., use of structure, check for
selection of specifics (tense,
organizational skills, the consistency/ errors/ clarity/
style, etc.), restructuring
emphasis placed not on support of arguments
structure rather content ideas

Page - 21 - of 54
ACTIVITY 2
WRITESHOP
Name: Score:
Direction: Scan this chapter once more and write the activities, strategies, and tips
related to each skill by filling out the table below. Write only one (1) example on each skill
and explain it in two to three (2-3) sentences only. (5 points each)
WRITESHOP
Viewing
Listening
Speaking
Reading
Writing
Total: 25 points

Page - 22 - of 54
RUBRICS
LEVEL DESCRIPTION
Outstanding
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
given.
Very Poor
(1 point)
End of the second week
--------------------------------------------- Nothing Follows ---------------------------------------------

Page - 23 - of 54
LEARNING MODULE
FOR
PRELIMINARY

Page - 24 - of 54
WEEK 3
PROMOTING DIGITAL CITIZENSHIP
What Is Digital Citizenship?

Digital citizenship can be defined as the norms of appropriate, responsible behavior
about technology use. It is the continuously developing norms of appropriate,
responsible, and empowered technology use.
a) to lead and assist others in building positive digital experiences
b) to recognize that our actions have consequences to others
c) to participate in a manner for the common good
The Nine Elements of Digital Citizenship
1) Digital Access full electronic participation in society
Technology users need to be aware that not everyone has the same opportunities
when it comes to technology. Working toward equal digital rights and supporting
electronic access is the starting point of Digital Citizenship.

Page - 25 - of 54
2) Digital Commerce electronic buying and selling of goods
Technology users need to understand that a large share of the market economy is
being done electronically. Legitimate and legal exchanges are occurring, but the buyer or
seller needs to be aware of the issues associated with it. Users need to learn about how
to be effective consumers in a new digital economy.
3) Digital Communication electronic exchange of information
One of the significant changes within the digital

revolution is a person’s ability to communicate with
other people. In the 21st century, communication options
have exploded to offer a wide variety of choices (e.g.,
e-mail, cellular phones, instant messaging). The
expanding digital communication options have changed
everything because people can keep in constant
communication with anyone else. Now
everyone has the opportunity to communicate and collaborate with anyone from
anywhere and anytime. Unfortunately, many users have not been taught how to make
appropriate decisions when faced with so many different digital communication options.
process of teaching and learning about technology and the use of

4) Digital Literacy
technology
A renewed focus must be made on what technologies must be taught as well as

how they should be used. New technologies are finding their way into the workplace
that is not being used in schools (e.g., Videoconferencing, online sharing spaces such as
wikis). In addition, workers in many different occupations need immediate information
(just-in-time information). This process requires
sophisticated searching and processing skills (i.e.,
information literacy). Learners must be taught how to
learn in a digital society. In other words, learners must
be taught to learn anything, anytime, anywhere. As
new technologies emerge, learners need to learn how
to use that technology quickly and appropriately. Digital
Citizenship involves educating people in a new
way— these individuals need a high degree of information literacy skills.

Page - 26 - of 54
5) Digital Etiquette electronic standards of conduct or procedure
Technology users often see this area as

one of the most pressing problems when
dealing with Digital Citizenship. We recognize
inappropriate behavior when we see it, but
before people use technology, they do not learn
digital etiquette (i.e., appropriate
conduct). Many people feel uncomfortable
talking to others about their digital
etiquette. Often rules and regulations are created or the technology is simply banned to
stop inappropriate use. It is not enough to create rules and policies, we must teach
everyone to become responsible digital citizens in this new society.
6) Digital Law electronic responsibility for actions and deeds
Digital law deals with the ethics of technology within a society. Unethical use
manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of
abiding by the laws of society. Users need to understand that stealing or causing
damage to other people’s work, identity, or property online is a crime. There are certain
rules of society that users need to be aware of in an ethical society. These laws apply to
anyone who works or plays online. Hacking into others' information, downloading illegal
music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses,
sending spam, or stealing anyone’s identity or property is unethical.
7) Digital Rights &
those freedoms extended to everyone in the digital world.
Responsibilities
Just as in the American Constitution where

there is a Bill of Rights, there is a basic set of
rights extended to every digital citizen. Digital
citizens have the right to privacy, free speech,
etc. Basic digital rights must be addressed,
discussed, and understood in the digital
world. With these rights also come
responsibilities as well. Users must help define how the technology is to be used
appropriately. In a digital society, these two areas must work together for everyone to be
productive.

Page - 27 - of 54
8) Digital Health &
physical and psychological well-being in a digital technology world
Wellness
Eye safety, repetitive stress syndrome, and

sound ergonomic practices are issues that need to be
addressed in a new technological world. Beyond the
physical issues are those of the psychological issues
that are becoming more prevalent such as Internet
addiction. Users need to be taught that there are
inherent dangers of technology. Digital Citizenship
includes a culture where technology users are taught
how to protect themselves through education and training.
9) Digital Security (self-protection) electronic precautions to guarantee safety.
In any society, some individuals steal, deface, or disrupt other people. The same is
true for the digital community. It is not enough to trust other members of the community
for our safety. In our own homes, we put locks on our doors and fire alarms in our houses
to provide some level of protection. The same must be true for digital security. We need
to have virus protection, backups of data, and surge control of our equipment. As
responsible citizens, we must protect our information from outside forces that might
cause disruption or harm.

Page - 28 - of 54
ACTIVITY 3
SAY YES OR NO
Name: Score:
Direction: Write Yes or No before the given statements. Write Yes if you agree with the
statement and No if otherwise. Then, support your answers with details from the text or
your understanding. Write the supporting details in two to three (2-3) sentences only. (5
points each)
1. Digital Access is the full electronic participation in society.
2. In Digital Commerce, highlights the exchanging and giving of electronic

goods.
3. Digital Communication is the electronic exchange of information.
4. Digital Etiquette is the practice of perverse utilization of technology and

making your own rules for your convenience.
5. Digital Health & Wellness is the electronic standard of procedure.

Page - 29 - of 54
6. Digital Law is the electronic responsibility for actions and deeds.
7. Digital Literacy are those freedoms extended to everyone in an analogue

world.
8. Digital Rights & Responsibilities are that abstract and physiological

well-being in a digital technology world.
9. Digital Security (self-protection) is the electronic precautions to guarantee

safety.
10. In Digital Security, students should be aware of potential malware attacks.
Total: 50 points

Page - 30 - of 54
RUBRICS
LEVEL DESCRIPTION
Outstanding
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
given.
Very Poor
(1 point)
End of the third week
--------------------------------------------- Nothing Follows ---------------------------------------------

Page - 31 - of 54
LEARNING MODULE
FOR
PRELIMINARY

Page - 32 - of 54
WEEK 4
REVISITING ELEMENTARY LEARNING PLANS:
INTEGRATION OF 21ST CENTURY SKILLS AND ICTs
Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been increasing and changing. With these
challenges, teachers need to engage educational technologies to assist them in the
teaching-learning process. Engaging educational technologies in teaching are founded
on principles and philosophies. Understanding these will help you successfully integrate
technologies to allow your students to demonstrate the intended learning outcomes of
your field of specialization.
Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles
about integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement, and extend skills. For example, if a teacher merely
tells a student to read a book without any preparation for follow-up activities that put
the book in a pedagogical context, the book is not integrated. In the same way, if the
teacher uses the computer to reward children by allowing them to play a game, the
computer is not integrated.

Page - 33 - of 54
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students can select
technology tools to help them obtain information on time, analyze and synthesize
information, and present it professionally. The technology should become an integral
part of how the classroom functions -- as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which
include both infra-structural as well as pedagogical considerations that are changing
not only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a
growing area that has attracted many educators' efforts in recent years. Based on the
scope of content covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy. ICT
integration into teaching and learning has to be underpinned by sound pedagogical
principles.
6. UNESCO (2005)
ICT integration is not merely mastering hardware and software skills. Teachers
need to realize how to organize the classroom to structure the learning tasks so that
ICT resources become automatic and natural responses to the requirements for
learning environments in the same way as teachers use markers and whiteboards in
the classroom.
Three Fundamental Elements of ICT Integration by Wang (2008)

Numerous instructional design models are currently available to help teachers
integrate ICT into a curriculum. Examples of these include the ASSURE model (Analyze
learners; State objectives; Select media and materials; Utilize media and materials;
Require learner participation; Evaluate and revise). These models provide useful
guidelines for incorporating ICT into teaching and learning from different perspectives.
However, studies have shown that teachers who are trained in using linear instructional
design models are often reluctant to apply them in real instructional planning processes
due to the impracticality of the models in a complex school environment. Nevertheless,

Page - 34 - of 54
certain elements are found fundamental in most learning settings. The sound design of
these elements should ensure effective ICT integration. This paper presents a generic
model, as shown in Figure 1, for guiding teachers in the effective integration of ICT into
teaching and learning.
Figure 1. Generic Model
The generic model consists of three key components: pedagogy, social interaction,
and technology. An educational system is a unique combination of pedagogical, social,
and technological components. In an educational context, pedagogy often refers to the
teaching strategies, techniques, or approaches that teachers use to deliver instruction or
facilitate learning. The pedagogical component is critical for distinguishing a learning
system from other communities, such as an alumni community, as it primarily reflects the
educational purposes of the learning system. Other communities are often built without
any concrete learning purposes in mind.
is an ongoing process, which cannot be simply pre-determined before
Pedagogical design
a lesson.
In addition, to the selection of proper content or activities, the pedagogical design must deal with how
to use these resources effectively to scaffold students during learning processes. In terms of pedagogical
design, a learning environment ought to support and satisfy the needs and learning intentions of students
with different backgrounds. It should also involve using various learning resources and activities that
support students’ learning, and allow teachers to facilitate learning.
Social interaction is crucial in daily life.
People naturally live and work in various communities, in which they turn to others for help when they
encounter problems. In many situations, students might use stand-alone computers which only allow them
to interact with embedded learning resources. With the development of computer-mediated
communication (CMC), computers are now connected worldwide. Social activities become more
convenient and flexible through the support of CMC. Students may still use computers individually.
However, they have the opportunity to work collaboratively, for instance in problem-solving.
Computer-supported collaborative learning has shown positive effects on students’ performance in
solving problem-based tasks. The social design of a learning environment must provide a safe and
comfortable space, in which learners are willing to share information and in which they can also easily
communicate with others.

Page - 35 - of 54
becomes more prominent in a technology-enhanced learning
The technological component environment, for many learning activities are conducted
through the support of a computer.
An online learning environment must be available all the time and access must be convenient and fast.
Availability and easy access are initial requirements for an effective online learning environment. In
addition, human-computer interface design is crucial as it determines the usability of a technology-based
learning environment. The interface design of a computer program ought to focus on ease of learning,
ease of use, and aesthetics. Ease of learning is critical for beginners while ease of use becomes more
important while users gain experience over time. Certainly, the interface must be attractive so that it can
motivate and engage learners.
In summary, pedagogy, social interaction, and technology are critical components of

a technology‐enhanced learning environment. Technology is more likely to be a basic
condition for effective integration of ICT. The sound design of pedagogy or social
interaction very much depends on the availability of technological support. Without
sufficient support of technology, undoubtedly many pedagogical and social design
activities, such as 3D simulations or asynchronous online discussions, would be hard to
implement. However, the primary factor that influences the effectiveness of learning is
not the availability of technology, but the pedagogical design and social design.
Theoretical foundations
Theoretical foundations that support this model are described in this section to
elaborate on why these three components are involved in this model.
a) Constructivist Learning Theories
The basic belief of constructivism is that knowledge is actively constructed by
learners rather than transmitted by the teacher; learners are active knowledge
constructors rather than passive information. Nevertheless, there are minor
distinctions between cognitive constructivism and social constructivism, which are
two representative types of constructivism.
Cognitive Constructivists Social Constructivists
Believe learners construct knowledge However, argue knowledge is the outcome of

individually based on their prior experience and collaborative construction in a sociocultural
new information. Knowledge is the result of context mediated by discourse; learning is
accurate internalization and reconstruction of fostered through interactive processes of
external reality. information sharing, negotiation, and discussion.
b) Interactivity design
Interactivity is a major construct and striking characteristic of a learning
environment. In the instructional context, interactivity refers to sustained, two-way
communication between students, or between students and an instructor. The

Page - 36 - of 54
purpose of interactivity may be completing a learning task or building social
relationships. The interaction of learner-instructor and interaction of learner-learner
can be combined as the interaction of learner-people or called social. The
interactivity in a learning environment can therefore be simplified into learner-content,
learner-people, and learner-interface interaction, as depicted in Figure 2.
Figure 2. Relationship between the model components and interaction.
These three types of interaction are closely related to the components of the generic
model. As a practical guideline, the design of the three components of the model can
focus on learner-content, learner-people, and learner-interface interaction, respectively.
For instance, the pedagogical design of an interactive learning environment can:
a) make content meaningful, authentic, and relevant to learners; and
b) allow learners to add further resources to share in addition to those suggested
by a teacher.
The social design of a learning environment ought to:
a) involve more authentic tasks, group work, or project ‐ based learning to
promote interaction with peers, teachers, and other experts, and
b) involve both synchronous and asynchronous communication, which can be
implemented in the forms of text, verbal chat, or visual exchange. The
technological design of a learning environment cannot ignore interface design,
for both interaction with content and interaction with people are implemented
through the interaction with the interface.
ICT Integrated Learning Plans

The design of a learning plan often determines the kinds of learning that can take
place and how learning is achieved. As ICT mediates new information and content in the
classroom, teachers often find themselves taking on the role of an instructor as well as a
facilitator.

Page - 37 - of 54
The following are examples of learning plans in the elementary grades with the
integration of ICT:
A SEMI-DETAILED LEARNING PLAN IN ENGLISH 3 WITH ICT INTEGRATION

Prepared by: Josephine L. Ramas
I. OBJECTIVES
The pupils must be able to:
a) distinguish small ideas from big ideas correctly;
b) write small ideas under their big ideas and vice-versa; and
c) draw examples of small ideas under the given big idea.
II. SUBJECT MATTER

A. Topic: Distinguishing Big Ideas from Small Ideas
B. Materials: Speaker, Pictures, laptop, projector, bond paper, crayons, pencils, etc.
C. Reference: Bridges to Communication: Reading Power 3 pp. 78 English for All Times
– Reading pp.22-24 C. Materials: LCD projector, computer/ laptop,
activity sheets D. Value Focus: Love and care for God’s Creatures
III. PROCEDURES
A. Preparatory Activities
1. Routines
- The teacher greets the students, checks their attendance, and asks them to keep away
unnecessary things from their desks.
2. Motivation
- Let the pupils watch the slideshow/ video about animals.
- Let them describe what they see.
- The pupils give the meaning of the words through context and pictures:
a) narrow – small in width
The big truck could not pass through the narrow road.
b) tunnels – a passage dug underground
Some small animals live in tunnels to hide from bigger animals.
c) chewing – to reduce food to a pulp in the mouth by grinding it between the teeth.
Lorna is chewing her food well so that she will not have difficulty swallowing it.

Page - 38 - of 54
d) suck – to draw liquid in the mouth
The ants suck the liquid from the fruits they gather.
B. Developmental Activities
1. Activity
- Present the story about the ant.
- Within 10 minutes, the learners will read the story below.
What Do Ants Look Like?
Ants are small insects. The smallest ants are 0.03 inches (0.7 millimeters) long. They are
hard to see! The biggest ants are almost 1 inch (3 centimeters) long.
An ant’s body looks like it has a very thin waist. The narrow waist lets the ant bend when
it goes around turns in underground tunnels.
An ant has a mouth with three parts. The most important mouthparts are its jaws. Ants can
move them from side to side. They use their jaws for digging, carrying things, collecting food,
building nests. Fighting, and cutting. Ants use their lower jaws for chewing. They use their
tongues to suck up liquids.
1. Analysis
- The teacher will ask a series of questions to students so they can easily grasp what
will be the lesson is all about.
- What would you do if you see ants carrying food? Why?
- What do you do to the animals around you?
- How will you describe the ant?
- What is the main idea of the selection?
- Which sentences give the details of the main idea?
Sets of words are presented. Let the pupils analyze them.

A B C
rose lion narra
sampaguita fish coconut
ilang-ilang frog mango
champaca lizard mahogany

Page - 39 - of 54
- What could be the big idea for set A? Set B? Set C?
2. Abstraction
- Small ideas have a common quality or are similar in some ways thus, they belong to
one idea. In organizing ideas, all small ideas which belong to the main idea should
be grouped.
- The teacher will also explain the principles further by giving examples and asking
the students.
3. Application
- Select the big idea for each group of small ideas.
1)___________ 2)____________ 3)_____________
Carla train shoes
Vanessa car sandals
Tessa jeepney slippers
Belen bus boots
Land transportation Footwear Girls’ names
- Draw 3 small ideas for each big idea.

Fruits ___________ ___________ ____________
Animals that walk ___________ ___________ ____________
- The teacher will ask the students to finish the sentences flashed on the screen.
a) I learned that...
b) I think it is important to...
c) I still want to know...
IV. EVALUATION
Directions: Group the small ideas under each big idea.
Pencil t-shirt tomatoes chicken

orange ham paper dress
shorts lanzones fish books

Page - 40 - of 54
Clothes We Wear Go Foods Grow Foods Things for School
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
V. ASSIGNMENT
Write three small ideas under each big idea.
A. Weather B. Vegetables C. Cold Foods D. Sports
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________

Page - 41 - of 54
A SEMI-DETAILED LEARNING PLAN IN SCIENCE WITH ICT INTEGRATION
Prepared by: Mr. Eric Paul M. Benson
I. OBJECTIVES
At the end of the lesson, the pupils are expected to:
a) infer the kind of food that an animal eats from the appearance of its mouthparts;
b) watch the video presentation of the different kinds of animals; and
c) value the importance of the animals through taking good care of them.
II. SUBJECT MATTER

A. Topic: Unit II – Chapter 1: Lesson Animals and their habitat
D. Materials: Speaker, Pictures, laptop, projector, bond paper, crayons, pencils, etc.
B. References: Science and Health 5 pp. 54-58
III. PROCEDURES
A. Preparatory Activities:
1. Routines
- The teacher greets the students, checks their attendance, and asks them to keep away
unnecessary things from their desks.
2. Motivation
- The teacher will present different pictures on the laptop of the mouthparts of animals
like cats, hawks, birds, frogs, bees, and butterflies, then ask questions about them.
a) What is the shape of the mouth of the cat?
b) Do they have big jaws?
c) How about the bees?
d) Do they have teeth?
B. Developmental Activities:
1. Presentation of the Lesson
- Identify the materials and set the standards for the activity.
- Interactive Discussion
- Socratic Method
- Video Presentation on the different animals and noticed their mouthparts.

Page - 42 - of 54
C. Application:
- The teacher will present different sounds of animals in the speaker and the pupils
will infer what kind of animals it is and identify their mouthparts and what food they
will eat.
- The pupils will write their answers on the table below.
Animals Appearance of Mouth Part Kind of Food they Eat
1.
2.
3.
4.
5.
IV. EVALUATION
Instruction: What kind of food do the following animals eat? Match Column A with Column
B. Write the letter of the correct answer before the number.
Column A Column B
1. COW A. MEAT
2.LION B. BLOOD
3.MOSQUITO C. BONES
4.FROG D. GRASS
5.DOG E. INSECTS
V. ASSIGNMENT
What is meant by carnivorous, herbivorous, omnivorous, and insectivorous?
Write your answer on the sheet of paper.

Page - 43 - of 54
ACTIVITY 4
ANALYZING THE SALIENT PARTS
Name: Score:
Direction: Identify and describe the common parts of the two learning plans you have
read. Write your observations below. Only give two to three (2-3) descriptions on each
common part.
ESSENTIAL PARTS OF A LEARNING PLAN
Total: 50 points

Page - 44 - of 54
RUBRICS
LEVEL DESCRIPTION
Outstanding
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
given.
Very Poor
(1 point)
End of the fourth week
--------------------------------------------- Nothing Follows --------------------------------------------

Page - 45 - of 54
LEARNING MODULE
FOR
PRELIMINARY

Page - 46 - of 54
WEEK 5
NATURE OF PROBLEM-BASED AND PROJECT-BASED
APPROACHES IN LANGUAGE ACQUISITION
Nature of Problem-Based Learning

Problem-based learning (PBL) is an approach that involves a process of inquiry and
solving open-ended questions that serve as the main problem that the learners will work
on. The type of questions posited is focused on a specific content standard and its
application to real-life issues. It also requires more than one answer and solution.
Learners are engaged in a collaborative task as they work towards the solution to the
problem. This learning activity is done in small groups with each member assigned a
certain task to accomplish. In the process of engaging in PBL, they learn several skills
such as problem-solving, communicating, research, among others which are essential in
the workplace. The end goal of PBL is to endure that the target, the learning
competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a
scenario to increase knowledge and understanding. In her article, she proposed the
following five principles of PBL that may be considered by teachers in planning or
using the approach:

Page - 47 - of 54
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and the teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving, and engagement
with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
Lo (2009) proposed a six-stage process used in the adoption of the online PBL:
Identifying the problem
- current issues that do not have just one answer or one definite solution;
Brainstorming
- generate ideas; tackle the problem through self-directed questioning; arouse

students’ intrinsic motivation;
Collecting and analyzing the information
- assigning group members to collect information; posting what they found and
what they learned; a collaborative collection of useful information;
Synthesizing information
- solving the problem through synthesized relevant data; knowledge building;
Co-building knowledge
- presentation of the solution to the learning problem/issue; and
Refining the outcomes
- giving feedback and suggestions by the instructor to help students improve;

learning from other group’s presentations.
Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in
the process. Among these are the following:

Page - 48 - of 54
English as a Foreign
Ghufron &Ermawati, 2018, Baresh, Ali, & Darmi, 2019
Language (EFL) students,
(EFL writing class) (EFL students)
PBL:
1. Promotes self-confidence 1. Enhances fluency in 1. Enhances fluency in

and motivation communication communication
2. Reduces students’ 2. Improves grammar 2. Improves grammar
nervousness during the 3. Increases comprehension 3. Increases comprehension
learning process 4. Enhances good 4. Enhances good
3. Increases students’ pronunciations and pronunciations and
responsibility in learning intonations intonation
4. Makes students easily 5. Enhances self-confidence 5. Enhances self-confidence
learn the material through 6. Increases range of 6. Increases range of
sharing ideas vocabulary vocabulary
5. Promotes problem-solving
skills
6. Promotes self-directed
learning
7. Promotes active learning
8. Makes students develop a
positive attitude towards
learning
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study
further looked into the PBL active English learning attitudes of the two groups and found
that the PBL participants’ “motivation intensity, their desire to learn English, and
communication inside and outside the classroom were significantly higher than those of
the participants on the non-PBL group” (p.16). the research also found that the PBL
participants’ active English learning attitudes are significantly related to their reading
comprehension.
The acceptability of PBL, as an approach to teaching and learning, does not only
involve the learners but also the teachers. In the study of Markuṧic and Sabljic (2019),
they sought to establish the teachers’ attitudes
on the problem-based teaching of literature.
Their data revealed that PBL is an “acceptable
methodological system” because they saw
“greater interest and activity of students,
development of student’s critical thinking and
communication skills, encouraging curiosity and
exploratory thinking, developing a love of
reading, and developing the skills of connecting
teaching topics”.

Page - 49 - of 54
Role of Technology
How is technology integrated with the PBL
activity? As the learners embark on an
open-ended question collaboratively, there are
several free online tools that they can use from
the commencement of the task to its completion,
especially since some of the group tasks will be
done outside the regular class hours. These
online tools will allow the learners to be actively
connected and engaged in the group task while
monitoring their contributions. The teacher acting
as facilitator may also have the opportunity to peep into the activities of each learner
thereby enabling him/her to give feedback at any stage of the PBL activity. Bower,
Hedberg, and Kuswara (2010) stress that technology is simply the mediator for
collaboration and representation and that it is the type of task and thinking processes in
which students engage that determine the quality of learning.
The WWW has opportunities for PBL that can be utilized by the learners to
accomplish their tasks. Web 2.0 technologies are characterized by collaboration, sharing,
and networking. These may facilitate and enhance PBL activities (Tambouris et al, 2012)
in its different stages. In the study of Kung (2018), it was found that advanced language
learners had a positive perception of the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars,
organizers, citations, and others are also available to assist learners and teachers in
accomplishing required tasks and outputs from a PBL activity. There are free tools that
can be downloaded for mobile phones, laptops, or desktops. Before using or
recommending these tools to learners,
teachers must take note or try out the tools
first to be familiar with the most appropriate
tool for the PBL activity.
When using PBL, the learning
competencies must be the primary
consideration together with the content and
performance standards before the
technology integration. As soon as there
are in place, the statement of learning

Page - 50 - of 54
outcomes in the learning plan must be stated in behavioral and measurable terms. PBL
is about developing higher-order thinking skills; therefore, the taxonomy of objectives
should be utilized to ensure that you are targeting the required outcomes. Consider using
the revised Bloom’s taxonomy by Anderson and Krathwohl in creating your learning
outcomes.
Nature of Project-Based Learning / Project-Based Approach

Project-based learning is an approach but has evolved as a teaching method that
engages learners in a series of planned tasks
resulting in the generation of solutions to
real-world problems. It is a student-centered
approach as it takes into account the realm of
experiences and interests of students. This
method is based on John Dewey’s principle of
learning by doing and Vygotsky’s constructivist
theory of learning that advocates the social
construction of knowledge. PrBL/PBA is a
collaborative learning activity where learners
work on an authentic task guided by an
open-ended question. Each member has an
assigned role that will contribute to the solution of
the problem that was identified. This problem
reflects real issues in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the
development of various skills such as:
Research methodology skills (Tiwari, Arya, & Bansal, 2017).
Using a student feedback questionnaire given to 99 students, it was revealed

that students’ knowledge of the topic taken, searching review of the topic,
communication skills, data collection skills, and analytical and presentation skills
were enhanced. The teachers also perceived that PrBL could cause 100%
enhancement of knowledge on the various components of research methodology,
update of the knowledge on a particular topic, and increase in interaction with
students.

Page - 51 - of 54
Oral communicative competence (Bakar, Noordin, & Rali, 2019)
The researchers investigated the effectiveness of using PrBL activities in the

improvement of oral communicative competencies of 44 Malaysian English language
learners. The study revealed a significant improvement in the learners’ overall oral
communicative competence after a 12-week intervention lesson using PrBL as a
strategy. They also concluded that PrBL as a teaching strategy is effective and
recommended as a suitable English language teaching strategy, especially for
learners with low proficiency in the English language.
Development of life skills (Wurdinger & Qureshi, 2015)
The study employed mixed-method to examine the development of life skills

through PrBL. Their findings revealed that after taking the PBL course, there was a
significant difference in the mean scores for the following life skills: responsibility,
problem-solving, self-direction, communication, and creativity skills. It was concluded
that PrL indeed promotes further development of life skills.

Page - 52 - of 54
ACTIVITY 5
CONSTRUCTING KEY QUESTIONS FOR PBL
Name: Score:
Directions: Using your K to 12 Curriculum in English, choose one (1) grade between
grades one to six (1-6) and choose five (5) learning competencies from different quarters.
Identify also the content standards and construct one (1) open-ended question on each
quarter that can motivate students to engage in a Problem-based / Project-based
learning activity. Use the table provided. (10 points each)
Link for K to 12 Curriculum for English:

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
ENGLISH SUBJECT FOR GRADE _______
LEARNING CONTENT OPEN-ENDED

QUARTER
COMPETENCY STANDARD QUESTION
Total: 50 points

Page - 53 - of 54
RUBRICS
LEVEL DESCRIPTION
Outstanding
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
given.
Very Poor
(1 point)
End of the fifth week
--------------------------------------------- Nothing Follows --------------------------------------------

Page - 54 - of 54

TTL 2 ELEM MODULE Preliminary

Uploaded by

Copyright:

Available Formats

TTL 2 ELEM MODULE Preliminary

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TTL 2 ELEM MODULE Preliminary

Uploaded by

Copyright:

Available Formats

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

TTL 2: Technology for Teaching and Learning in the Elementary Grades

COURSE CODE : TTL 2

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Week 1 21ST CENTURY SKILLS

Instruction to the Learners

TTL 2: Technology for Teaching and Learning in the Elementary Grades

VISION MISSION CORE VALUES

SEAIT HISTORICAL BACKGROUND

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TTL 2: Technology for Teaching and Learning in the Elementary Grades

1. Awareness of intended audience

TTL 2: Technology for Teaching and Learning in the Elementary Grades

“Education is the passport to the future,

It is becoming increasingly clear that knowledge alone is not enough to prepare

TTL 2: Technology for Teaching and Learning in the Elementary Grades

EXAMPLES OF CREATIVITY AT DIFFERENT LEVELS

Creation by identical replication. This is a

Rewrite a sentence from a piece of

Create a timeline of historical events

Creation of a new piece of work that is

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TAXONOMIES OF EDUCATIONAL OBJECTIVES

Evaluation Create Self-System Thinking Communicate

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TTL 2: Technology for Teaching and Learning in the Elementary Grades

DESCRIPTION YOUR OWN

TTL 2: Technology for Teaching and Learning in the Elementary Grades

End of the first week

--------------------------------------------- Nothing Follows ---------------------------------------------

TTL 2: Technology for Teaching and Learning in the Elementary Grades

COLLEGE OF TEACHER EDUCATION

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Examples of listening activities to use in the classroom:

Semi-Guided Tasks (teacher may prompt with questions)

a) listen to a paragraph as it is read aloud and summarize it in your own words;

a) a process such as cooking rice or riding a bike;

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Pre-Listening and While-Listening Activities

a) engage in conversation with someone

Other Listening Activities

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Tips for promoting speaking in the classroom:

a) Create authentic practice activities that are as similar to real-life as possible.

TTL 2: Technology for Teaching and Learning in the Elementary Grades

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Students review titles, headings, and photo

Students read to get an overall view or get an

Guessing from context Paraphrasing

Students use prior knowledge of the subject and

A teacher cannot expect students to know these strategies naturally; it is important to

TTL 2: Technology for Teaching and Learning in the Elementary Grades

Writing occurs in three phases

generation of ideas, discussion revision of style/ grammar/