GINGOOG CHRISTIAN COLLEGE

Formerly: Gingoog Institute/ Central Mindanao Christian College

(Affiliated with United Church of Christ in the Philippines)
National Highway, Gingoog City, Misamis Oriental
Email Address :[email protected]

SEMI-FINALS AND FINALS

LEARNING MODULE

Prepared by:

JOANN MAY T. LUMANOG, PhD

Instructor

Owned by: _______________________________________________

 MODULE
1 THE 7-E INSTRUCTIONAL MODEL
Learning Objectives:
1. Discuss on the 7-E Instructional Model
2. Construct activities/ strategies appropriate for each learning phase
3. Craft a brief/skeletal lesson plan using the 7-E Instructional Model

The 7-E Instructional Model

Science is a practical activity which involves systematic study of behaviour and structure of the
universe through experimentation and observation. Constructivism is a broader pedagogical approach used in
science education. It brings about paradigm shift from teaching to learning, focuses on knowledge construction
rather than knowledge reproduction. By adopting such pedagogical approach students will be able to
understand or develop various processes involved in doing science since students are given spaces for their
own ideas and imagination. Constructivism approach may act as a catalyst for the learners to understand the
nature of science and it is based on a belief or philosophy that students are not empty vessels that need to be
filled rather their prior knowledge acts as strong background for learning new knowledge. In this approach the
learners create their own knowledge after undergoing various science processes involved in doing science
experimentation and thus reflecting on those experiences.

Elicit Phase
Present researches in cognitive science have shown that eliciting prior knowledge or understanding is
a necessary element of teaching learning process as it creates strong background for other phases. The main
objective of this phase is to provide an opportunity to the learners to express their intuitive knowledge as
students are not an empty vessel that needs to be filled rather their prior understanding serves as a strong
foundation for learning new knowledge. This phase activates the student’s existing knowledge. This includes
drill and activating prior knowledge activities.

Engage Phase
The expansion of 5 E model does not exchange the elicit phase with the engage phase. The engage
phase is still a necessary component. In this phase the instructor will make students to engage in this phase
through eliciting phase. This includes review, motivation and presentation of lesson.

Explore Phase
In this phase the students are given various opportunities to think freely but within the limits of the
activities. The student’s role in this phase is vital and the teacher will play a passive role though he will address
and guide the students towards building a new concept during this phase.
The teacher will encourage the learners to work together in a collaborative and cooperative manner. He
may ask probing questions for redirecting the learner’s investigation. The teacher will provide time for the
learners to puzzle with the problem given to them. In short, the teacher in explore phase will act as a
consultant for the students and will create need to know setting for them.

Explain Phase
In this phase students are given opportunities to verbalize their conceptual understandings. Both the
teacher and the student will play an active role in this phase. The teacher will encourage the students to
explain the concept in their own words. He will ask for clarification and justification from the students. The
teacher will then formally introduce the definitions or the scientific terms. Students’ growing understanding will
be assessed by the teacher.
In this phase students try to comprehend their explanations. They will explain possible alternatives or
solutions. They will listen critically to their peer group explanation. Students can also question other’s
explanation. They will be given an opportunity to assess their own understanding. This also includes pupils to
present their output in class and the teachers to provide additional information about the concept.

Elaborate Phase
This phase helps in extending learner’s conceptual understanding. Students will get deeper
understanding of the concepts by performing similar kinds of activities. Their practical skills will be enhanced
and refined through this phase. The teacher will help the students to think of alternative explanation of the
concept. More opportunities will be provided to the students to enhance and refine their practical skills. Similar
activities can be shown to the student in order to get deeper understanding of the concept. Students uses their
previous knowledge to ask more questions, make decisions, propose solutions etc. They will tend to draw
reasonable conclusion from the evidence. This includes generalization and application activities.

Evaluate Phase
In this phase teacher will assess student’s understanding of the concept with formative as well as
summative evaluation. The change in students’ thinking abilities will be observed. The teacher may ask open
ended questions, may provide mind map, concept cartoons or KWL chart to complete the information they
have learned during the process.
Extend Phase
Some researches reviewed that expert learners are much more adapt at the practice of transfer of
learning which is required in good instruction (Bransford and Cocking, 2000).The aim for adding this phase is
to inform the teachers that applying traditional assessment ways is not the last process. The addition was
intended to remind the science educators explicitly the importance of practicing the transferability of learning.

For more activities/strategies please read the ENRICHED TEACHING & LEARNING SCIENCE: THE EASY &
FUN WAY.

SEMI-FINALS: ACTIVITY 1
Directions: Read the questions carefully. Write or post your best answer through this link:
1. State the differences of Elicit and Elaborate.
2. State the differences between Explain and Elaborate.
3. What makes Explore different (unique) from the rest of phases of the 7E teaching model?
4. Based on your learning competency or objective, provide suggested activities and strategies
appropriate in each phase – Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend.

MODULE
ESTABLISH COOPERATIVE LEARNING GROUPS
2

Cooperative Learning, sometimes called small-group learning, is an instructional strategy in which small
groups of students work together on a common task. The task can be as simple as solving a multi-step math
problem together, or as complex as developing a design for a new kind of school. In some cases, each group
member is individually accountable for part of the task; in other cases, group members work together without
formal role assignments.

According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful
small-group learning:
1. Positive interdependence: Students feel responsible for their own and the group's effort.
2. Face-to-face interaction: Students encourage and support one another; the environment encourages
discussion and eye contact.
3. Individual and group accountability: Each student is responsible for doing their part; the group is
accountable for meeting its goal.
4. Group behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative
skills needed to work with others occurs.
5. Group processing: Group members analyze their own and the group's ability to work together.

Cooperative learning changes students' and teachers' roles in classrooms. The ownership of teaching and
learning is shared by groups of students and is no longer the sole responsibility of the teacher. The authority of
setting goals, assessing learning, and facilitating learning is shared by all. Students have more opportunities to
actively participate in their learning, question and challenge each other, share and discuss their ideas, and
internalize their learning. Along with improving academic learning, cooperative learning helps students engage
in thoughtful discourse and examine different perspectives, and it has been proven to increase students' self-
esteem, motivation, and empathy.
When implemented well, cooperative learning encourages achievement, student discussion, active
learning, student confidence, and motivation. The skills students develop while collaborating with others are
different from the skills students develop while working independently. As more businesses organize
employees into teams and task forces, the skills necessary to be a "team player" (e.g., verbalizing and
justifying ideas, handling conflicts, collaborating, building consensus, and disagreeing politely) are becoming
more valuable and useful. Using cooperative groups to accomplish academic tasks not only provides
opportunities for students to develop interpersonal skills but also gives them authentic experiences that will
help them be successful in their future careers.

Group work: Using cooperative learning groups effectively

Cooperative learning is characterized by positive interdependence, where students perceive that better
performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be
formal or informal, but often involves specific instructor intervention to maximize student interaction and
learning.
1. Informal cooperative learning groups: In informal cooperative learning, small, temporary, ad-hoc
groups of two to four students work together for brief periods in a class, typically up to one class
period, to answer questions or respond to prompts posed by the instructor.
a. Think-pair-share: The instructor asks a discussion question. Students are instructed to think or
write about an answer to the question before turning to a peer to discuss their responses.
Groups then share their responses with the class.
 b. Peer Instruction: This modification of the think-pair-share involves personal responses devices
(e.g. clickers). The question posted is typically a conceptually based multiple-choice question.
Students think about their answer and vote on a response before turning to a neighbor to
discuss. Students can change their answers after discussion, and ―sharing‖ is accomplished by
the instructor revealing the graph of student response and using this as a stimulus for large
class discussion. This approach is particularly well-adapted for large classes.
c. Jigsaw: In this approach, groups of students work in a team of four to become experts on one
segment of new material, while other ―expert teams‖ in the class work on other segments of new
material. The class then rearranges, forming new groups that have one member from each
expert team. The members of the new team then take turns teaching each other the material on
which they are experts.
2. Formal cooperative learning groups: In formal cooperative learning students work together for one
or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are
several features that can help these groups work well:
a. The instructor defines the learning objectives for the activity and assigns students to groups.
b. The groups are typically heterogeneous, with particular attention to the skills that are needed for
success in the task.
c. Within the groups, students may be assigned specific roles, with the instructor communicating
the criteria for success and the types of social skills that will be needed.
d. Importantly, the instructor continues to play an active role during the groups’ work, monitoring
the work and evaluating group and individual performance.
e. Instructors also encourage groups to reflect on their interactions to identify potential
improvements for future group work.

SCIENCE PROCESS SKILLS

Science process occurs naturally, spontaneously in our minds. By logically breaking down the steps in
our thinking, we can use science process to find out how to answer our questions about how the world works.
Science process is not just useful in science, but in any situation that requires critical thinking. Science process
skills include observing qualities, measuring quantities, sorting/classifying, inferring, predicting, experimenting,
and communicating.
1. Observing qualities is the first step in science process. What details do I see? Can I smell it, touch
it, hear it, or taste it? Can I break it into parts? What is happening? ―I noticed Ms. Vitti has a large,
rough object in her hand. It looks like it has sharp edges and I believe it’s a rock. I wonder, what will
happen if she throws it?‖
2. Measuring quantities: when I say it rained 2 inches last night, we get the same picture in our
minds. ―The object in Ms.Vitti’s hand probably weighs more than an apple, but weighs less than a
bowling ball‖ (How much do you estimate it weighs in pounds?)
3. Sort and classify: Finding patterns is one way we organize our thinking. we separate and put
things together to understand how they relate to each other. ―That looks like a rock. I know that
shape and size are hard and have sharp edges. I could classify it with other rocks, other heavy
objects, sharp objects…‖ (Knowing that it is a fake sponge-rock, would you re-classify it?)
4. Inference: When we are surprised, it is because we had an idea that things were going to happen
differently. You may have been surprised to find out the object in Ms.Vitti’s hand was actually a
sponge that looked like a rock. Why were you surprised? Would you be surprised if we did it again?
The way we think in science is shaped by our everyday experiences.
5. Predicting or hypothesizing is a way of testing how well we understand something. Before doing
something, we can say or write a prediction to see if we’re right. Before Ms. Vitti threw her object,
what did you think was going to happen? Why?
6. How can we know if our prediction is right? Experimenting is how we find out. What do we need to
do to find out the answer to our question? How will we know if we were right? How do we know if
we were wrong? Can you explain things in a different way? Make a plan and do it! Did the object in
Ms.Vitti’s hand behave like a rock when she threw it? Was your prediction, right?
7. When we are communicating, we find ways to share the steps we took in our process. We learn
from listening and answering questions. We find creative ways to explain our thinking. At this
science fair, you will have a chance to look at drawings, read writing, and communicate to learn
more about science process skills.

SEMI-FINALS: ACTIVITY 2
Directions: Read the questions carefully. Write or post your best answer through this link:
1. Discuss the importance of Cooperative Learning in fostering positive interdependence among the
students.
2. Why does Cooperative learning change the students' and teachers' roles in classrooms?
3. What is/are the roles of the teacher to ensure that Cooperative Learning would be implemented
effectively?
4. State the differences between the Informal and Formal Cooperative Learning groups. Which of the said
learning groups is the most effective to improve the teaching-learning process in the class?
5. What are the Science Process Skills? In your perception, which of the science process skills is the most
effective to enhance group collaboration in accomplishing the task?
 MODULE
3 IMPLEMENT TECHNOLOGY

Integration of ICT resources into classrooms is essential in 21st Century classrooms and is one of the
key principles underpinning the k-12 Curriculum. Technology is critical in designing instruction for students in
the digital age. Depending on the demographics of your students, you might have some who are digital
natives, or at least more fluent in the use of technology than yourself. Whatever your own or your students'
level of expertise, technology skills are key to both delivering and learning new information. This why teachers
must find ways to integrate these skills into our science curricula.

IMPACT OF ICT ON EDUCATION:

In educational context, ICT has the potential to increase access to education and improve its relevance
and quality. Tinio (2002) asserted that ICT has a tremendous impact on education in terms of acquisition and
absorption of knowledge to both teachers and students through the promotion of:
1. Active learning: ICT tools help for the calculation and analysis of information obtained for examination
and also students’ performance report are all being computerised and made easily available for inquiry.
2. Collaborative and Cooperative learning: ICT encourages interaction and cooperation among students,
teachers regardless of distance which is between them. It also provides students the chance to work
with people from different cultures and working together in groups, hence help students to enhance
their communicative skills as well as their global awareness.
3. Creative Learning: ICT promotes the manipulation of existing information and to create one’s own
knowledge to produce a tangible product or a given instructional purpose.
4. Integrative learning: ICT promotes an integrative approach to teaching and learning, by eliminating the
synthetic separation between theory and practice unlike in the traditional classroom where emphasis
encloses just an aspect.
5. Evaluative learning: Use of ICT for learning is student-centered and provides useful feedback through
various interactive features. ICT allow students to discover and learn through new ways of teaching and
learning which are sustained by constructivist theories of learning rather than students do memorization
and rote learning.

The five ways to establish and sustain effective learning environments through ICT suggested by the
Committee on Developments in the Science of Learning (2000) are:
1. Real world problems
2. Scaffolding
3. Feedback, reflection and guidance
4. Local and global communities
5. Extending teacher learning. (Newhouse, 2002)

Roblyer and Edwards (2000) suggested that there are five important reasons for teachers to use technology in
education:
(1) Motivation;
(2) Distinctive instructional abilities;
(3) Higher productivity of teachers;
(4) Essential skills for the Information Age and
(5) Support for new teaching techniques (Samak, 2006).

Factors affecting technology integration in Teaching and Learning:

1. lack of time;
2. lack of access;
3. lack of resources;
4. lack of expertise and
5. lack of support (Butler and Sellbom, 2002, Leggettt & Persichitte, 1998).

HOW CAN ASSISTIVE TECHNOLOGIES BE USED IN SCIENCE EDUCATION?

Many assistive technologies have been invented and are now used to help students with disabilities in
the inclusive classroom. A perfect example is the equipment students with physical disabilities use to
participate in activities that their disability would otherwise make difficult or impossible. The most obvious
example might be a student with paraplegia using a wheelchair to move around the classroom. Or a student
with visual impairment might use a text-to-speech program or text enlargement screen readers to read
materials.
Teachers can also use technology to engage and instruct students with learning or cognitive
disabilities. Tactile and visual learners can benefit from interactive computer- or tablet-based lessons. Auditory
learners can benefit from recorded materials or text-to-speech programs, and inversely, voice dictation
software.
 Besides being essential to the science classroom, using current technologies can help all students
engage in learning, leading to motivation to study the sciences more in depth. Instilling this love and deep
knowledge of science and a fluency with technology is one of the most important things today’s teachers can
accomplish. Being competent, or better yet, excelling in these areas will help students perform and succeed
throughout school, their careers and their personal lives.

SIMPLE WAYS TO INTEGRATE TECHNOLOGY INTO ANY LESSON PLAN

1. Google Earth – This app can be used to discuss history or geography or environmental science
2. Collaborative Class Blog – Set up a blog (WordPress, Blogger, Kidblog) for your class. Ask your
students a question in class and have them write a short post either during the lesson or as a
homework assignment. Have them publish it the blog and tag it into the appropriate category.
3. Build My Website Project – Have your students build their own website based on course topics.
4. lyric Video/Music Video – All students can relate to music. Have each student choose a short verse or
chorus of a song they like, then have them change the lyrics to the topic of their choice.
5. Video Clips – This is a no brainer — Use BrainPOP, YouTube or TED to break up the monotony of
class by showing a video that enriches your lesson or even a short video clip that will let out a giggle. If
you are giving a presentation via slideshow, you can even insert a video into your presentation without
any tech skills.
6. Augmented Reality App for Science education (https://www.youtube.com/watch?v=nXa9FH5VJYc)

SEMI-FINALS: ACTIVITY 3
Directions: Read the questions carefully. Write or post your best answer through this link:
1. State the importance of ICT integration to improve quality instruction.
2. In your own perspective, what impact can ICT contribute to education?
3. In your own perspective, why should teachers use ICT?
4. In a situation where most of the old teachers in the field do not want to learn on using ICT in class, as a
future teacher, how can you help your co teacher and help him/her understand and utilize ICT to
improve his/her instruction?
5. At this time of health crisis, how important is technology in delivering instruction to students? What do
you think are the loop holes you have observed in the implementation of Online Distance Learning?
6. Based on your opinion, how do you think can teachers assist students in Online Distance Learning?
7. What are the ways where technology can be integrated in the lesson? Using your Learning
Competency/ Objective, state your ways on how you can integrate technology in your lesson?

MODULE
4 TYPES OF CLASSROOM ASSESSMENT

Assessment is integral to the teaching–learning process, facilitating student learning and improving
instruction, and can take a variety of forms. Classroom assessment is generally divided into three types:
assessment for learning, assessment of learning and assessment as learning.

1. Assessment for Learning (Formative Assessment)

“The philosophy behind assessment for learning is that assessment and teaching should be integrated
into a whole. The power of such an assessment doesn't come from intricate technology or from using
a specific assessment instrument. It comes from recognizing how much learning is taking place in the
common tasks of the school day – and how much insight into student learning teachers can mine from
this material.”
-McNamee and Chen 2005, p. 76

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-
day basis and modify their teaching based on what the students need to be successful. This
assessment provides students with the timely, specific feedback that they need to make adjustments
to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all students while
still challenging to the more capable; what the students learned and still need to know; how we can
improve the lesson to make it more effective; and, if necessary, what other lesson we might offer as a
better alternative. This continual evaluation of instructional choices is at the heart of improving our
teaching practice.
Burns 2005, p. 26

2. Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents
know how well each student has completed the learning tasks and activities. It provides information
 about student achievement. While it provides useful reporting information, it often has little effect on
learning.
Comparing Assessment for Learning and Assessment of Learning
Assessment for Learning Assessment of Learning
(Formative Assessment) (Summative Assessment)

Checks learning to determine what to do next and Checks what has been learned to date.
then provides suggestions of what to do—teaching
and learning are indistinguishable from
assessment.
Is designed to assist educators and students in Is designed for the information of those not directly
improving learning. involved in daily learning and teaching (school
administration, parents, school board, Alberta
Education, post-secondary institutions) in addition
to educators and students.

Is used continually by providing descriptive Is presented in a periodic report.

feedback.
Usually uses detailed, specific and descriptive Usually compiles data into a single number, score
feedback—in a formal or informal report. or mark as part of a formal report.

Is not reported as part of an achievement grade. Is reported as part of an achievement grade.

Usually focuses on improvement, compared with Usually compares the student's learning either
the student's ―previous best‖ (self-referenced, with other students' learning (norm-referenced,
making learning more personal). making learning highly competitive) or the
standard for a grade level (criterion-referenced,
making learning more collaborative and
individually focused).

Involves the student. Does not always involve the student.

3. Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form of assessment
is crucial in helping students become lifelong learners. As students engage in peer and self-
assessment, they learn to make sense of information, relate it to prior knowledge and use it for new
learning. Students develop a sense of ownership and efficacy when they use teacher, peer and self-
assessment feedback to make adjustments, improvements and changes to what they understand.

MODULE
FORMATIVE AND SUMMATIVE ASSESSMENT
5

Formative assessments: are evaluations of someone’s learning progress in a classroom.

Common formative assessments include:
 Quizzes
 Games
 Projects
 Presentations
 Group activities

Facts about formative assessments:

 Formative assessments work great when they’re used on a regular basis. That regularity could be
based on a calendar (every Monday, every Thursday, etc.) or your lesson plans (every unit).
 They’re also more flexible than summative assessments. You don’t always have to use pencil and
paper to get a feel for your students’ progress. Instead, you can use in-class games, group
presentations, and hands-on activities to evaluate student progress. This flexibility is perfect for keeping
students engaged in your class. It lets you stick to a syllabus while mixing up the exact task each
student has to perform.

Examples of Tools for formative assessment in Science:

1. Exit Slips: At the end of class, ask students a quick question that covers what they should have
learned that day. For example, ―Describe the relationship between density and whether or not an
object floats.‖ Students can write their answers on a sticky note, index card, or just a paper scrap. You
can then sort the exit slips into piles to see how many students got it, and how many students need
more help to understand the concept.
 2. 3-2-1: After a lesson, students can list three things they learned, two things they found interesting, and
one question they still have. This quick check for understanding gives you valuable insight on what
your students need more help with as well as information on how to better tailor your lessons to their
interests!
3. Top Ten List: Our students may be too young to remember David Letterman’s top ten lists, but we can
introduce them to the fun! Having students list their top ten things about gravity or cohesion—or
whatever concept it is you’re teaching—allows students to show you what they’ve learned in a
humorous and fun way.
4. Color Cards: Giving each student a set of colored cards on a ring is a great quick, assessment tool.
Students can hold up green if they feel they understand the concept well, yellow if they need you to
slow down or need more explanation, and red if they are totally lost. This is especially a great idea
because it requires no paper!

Summative assessments: are evaluations of what someone has learned throughout a course or subject.
Common summative assessments include:
 Tests
 Final exams
 Reports
 Papers
 End-of-class projects
Facts about Summative Assessments:
 In summative assessments like final exams, you can include questions from the first week or two of the
particular subject to ensure students retained introductory information. This is a great way to ensure
students retain essential information from one course to another.
 Summative assessments are perfect to set students up for success in their grade levels. In that way,
summative assessments serve two purposes.
- First, they evaluate what someone learned while they’ve been in your class.
- Second, they evaluate how prepared someone is to go to the next academic level.

Reminders:

Please read Department Order No. 31, s. 2020 for the Interim
Guidelines for Assessment and Grading in the Light of the Basic
Education Learning Continuity Plan.

Please download the transmutation table.

Please download the soft copy of ENRICHED TEACHING & LEARNING

SCIENCE: THE EASY & FUN WAY

Please download the sample Table of Specifications (TOS) and test

paper

SEMI-FINALS: ACTIVITY 4
Directions: Read the questions carefully. Write or post your best answer through this link:
1. Explain the 3 forms of assessment. Using your learning competency/ objective provide examples of
assessment activities or strategies in each form. You can use the ENRICHED TEACHING &
LEARNING SCIENCE: THE EASY & FUN WAY.
2. What are the differences between summative and formative assessment?
3. Based on DO. 31, s. 2020, how can students be evaluated or graded at this time of pandemic,
particularly in Science?

PROJECT

Make a Table of Specifications (TOS) and Test Paper either in the First or Second
Quarter. Download the sample in our groupchat.