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Module 11&12

The document discusses using project-based learning and multimedia as teaching strategies, assessing constructivist and technology-supported learning, and the roles of an educational media center. It provides an activity to develop a project with clear expectations and standards. It also includes two evaluation questions, comparing lesson planning to multimedia projects and discussing using student-created graphic organizers to assess higher-order thinking.

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Janenna krizza Villar
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26 views

Module 11&12

The document discusses using project-based learning and multimedia as teaching strategies, assessing constructivist and technology-supported learning, and the roles of an educational media center. It provides an activity to develop a project with clear expectations and standards. It also includes two evaluation questions, comparing lesson planning to multimedia projects and discussing using student-created graphic organizers to assess higher-order thinking.

Uploaded by

Janenna krizza Villar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PROF. EDUC.

8 TECHNOLOGY FOR TEACHING AND LEARNING 1

MODULE 11 & 12

LESSON 16-18

a. Using the Project-Based Learning Multimedia as a Teaching-Learning Strategy


b. Assessment in a Constructivist, Technology-Supported Learning
c. Roles and Functions of an Educational Media Center

ACTIVITY

 Develop a big picture to understand the work ahead. Make clear what they will be
making, who their audience will be and what you expect them to learn and demonstrate in
terms of the K to 12 standards and competent.

EVALUATION

1. It is correct to say that the lesson planning that teachers do is basically the same with the
steps in implementing a multimedia project given here? Make the comparison.

They are similar, however there are several requirements in the "audience" of the
teacher's lesson plan that are not included in the multimedia project. The feedback forms
have no weight or bearing on potential outcomes. Assignments, activities, and
assessments, on the other hand, do not. There are no state or federal criteria that must be
followed in a multimedia production. In general, the audience of a multimedia project has
chosen to be there. Planning lessons isn't. The multimedia piece is only on display for a
limited time. Over the period of 185 days of contact, lesson planning must be scaffolded,
enlarged, and deepened. It must take into account the audience's social and emotional
well-being, the use of technology, differentiation for different learning styles and
abilities, cultural aptitude, and how I can ensure my audience understands.

2. For assessment of higher-order-thinking skills, which is more sound to do – give the


graphic organizers that students use, allow them to research on other graphic organizers
to use, or ask them to create their own organizers?

Allowing students to develop their own graphic organizers to describe their output
is the greatest way to use HOTS with them.

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