Diorama - It will make the classroom to be creative and innovative. 5.

5. Clarity - Avoid type that is too small to read; avoid all caps. 6. Quality - Make it
neat and professional, and remember to proofread.6. Quality - Make it neat and
Nature Table - This is a table that contains objects and/or scenes related to the professional, and remember to proofread.
current season, or upcoming festival or a symbol of an ecosystem.
6. Quality - Make it neat and professional, and remember to proofread.
Writing Board - A writing board can display information written with chalk
(chalkboard or blackboard) or special pens (whiteboard). Lesson 2:

Suggestions on Using the Writing Board: Select and Use ICT Tools for Teaching and Learning

1. Keep the board clean. infographic is a visual representation or an image such as a diagram.

2. Make text and drawings large enough to be seen from the back of the room One tool that can be used in creating infographics is Canva

3. Allow sufficient time for students to copy the information from the board To present survey data

Flip chart - It is a large tablet or pad of paper, usually on a tripod or stand. - Presenting statistical data such as from surveys can be overwhelming.

Suggestions on Using Flipchart: Infographens cam be highly useful. Data are much easier to decode.

1. Use headings, boxes, cartoons and borders to improve the appearance of the page. To simplify a complex concept

2. Use bullets (*) to delineate items on the page. - Simplifying a complex idea is the core purpose of using an infographic.

3. Face the student, not the flipchart while talking. To explain how something functions

Zigzag board - It is a multi-board series of three or four rectangular boards. They are - Using infographics, you can show the intricacy of how something complex works.
joined together along the sides by hinges so that they can be easily folded up and
camed. To compare

Wall display - Displaying items on a classroom wall is a well-known, tried and tested - Presenting information by highlighting similarities and differences through a
educational method. visual parallel in an infographic can turn out more effective than sometimes
expressing it in words.
Rope and Pole display board - This board consists of two parallel, horizontal poles tied
loosely together with rope. To present interesting facts

Guidelines when designing conventional instructional materials: - When information or facts are presented all in words, the use of infographics can
bring life.
1. Unity - Use only one idea for each visual aid and include a headline
Gibb's reflective cycle has six stages.
2. Simplicity - Make ideas and relationships simple and easy to recall. Avoid cluttering
a visual with too many words, numbers, or graphics. The audience should be able to Description. This initial phase in writing a reflection is very simple since you just
grasp the concept in 10 to 15 seconds. need to describe the activity or the experience to the reader.

3. Legibility - Make letters big and readable for all in the audience. Feelings. Learners are involved in learning and an activity or perhaps a lesson can
trigger certain feelings.
4. Consistency - Use the same type style and art style.
Evaluation. When evaluating, discuss how well you think the activity went.

Analysis. This part of the write up includes your analysis of what worked well and
what have facilitated it or what may have hindered it.

Conclusion. Now, you can write what you have learned from the experience or
what you could have done.

Action Plan. At the end of your reflection, you write what action you need to take
so that you will improve the next time such as consult an expert for some advice or
read a book that will provide answers to your queries.

Technology as a Collaborative Tool

1. Skype is a software application allowing you to do a videoconferencing for free.

All you need is to create an account and can be used for a video meeting

2. Wiki is a software that allows you to create a page or a selection of pages

designed to allow you to post or write, edit, or upload a link quickly.

3. Blogging In blogging,it is journaling your ideas to which others canreact allowing

a thread of discussion to take place and which can be used online.

4. Google Group or Google Form is an application that can be used in a

collaborative documentation of ideas contributed by members of the team.
The Digital Literacies

Media Literacy - is one's ability to critically read information or content and utilize
multimedia in creatively producing communications.

Information Literacy - is locating information from the web and interpreting while
evaluating its validity in order that it can be shared.

ICT Literacy - is knowing how to select and use digital devices, applications or services to
accomplish tasks requiring the use of the internet.

Communications and Collaboration - are one's capabilities in being able to participate in

the digital networks in the teaching and learning context.

Identity Management - is being able to understand how to ensure safety and security in
managing online identity and foster a positive digital reputation.

Learning skills - are way knowing how to study and learn in a technology enriched
environment.

Digital Scholarship - is being able to link and participate in professional and research
practices.

The Four Cs of the 21" Century Skills

The four C's of the 21st Century Skills refer to critical thinking, creativity communication.
and collaboration.

1. Critical thinking is learning how to solve problems. It teaches students not to accept
immediately claims without seeking the truth.

2. Creativity requires students to think out of the box and to take pride in what is
uniquely theirs.

3. Communication makes students express their ideas in the clearest and organized
manner.

4. Collaboration happens when students know how to work well with others to
accomplish a given task or solve a problem at hand.

Digital Literacy Skills vs. Digital literacy

Digital Literacy Skills are required in the wired world.

Lynch (2017), identified eight digital literacy skills needed to become digitally literate.
These are:

1. Coding. - Coding is a universal language. Basic understanding of HTML, CSS and the
like will create a shared understanding of what can be done with the web pages.

2. Collaboration. - The use of Google Docs among others allows student to begin
experimenting with effective online collaboration.

3. Cloud software. - This is essential part of document management. The cloud is used
to store everything from photos to research projects, to term papers and even music.

4. Word Processing Software. - Google, Microsoft Online Drop Box are available for
storage and management solutions.

5. Screencasting. - A screencast is a video recording using the computer screen, and

usually includes an audio.

6. Personal Archiving, - Students should be taught the concepts of meta-Pas al ng,

heywords and categories to make them aware how are they represented online.

7. Information evaluation. - Critical thinking to weed out fake news is a crucial 21*
century skill. The use of tools and skills needed to process information are very much
needed.

8. Use of social media. - Social media serves different purposes depending on the user,
the technology and the need.
Week 3 Lesson 1: Basic Concepts and Principles in Assessing Learning

The Purpose of Classroom Assessment The word assessment is rooted in the Latin word assidere, which means " to sit
beside another." Assessment is generally defined as the process of gathering
Assessment of Learning. This refers to the use of assessment to determine quantitative and/or qualitative data for the purpose of making decisions.
learner' s acquired knowledge and skills from instruction and whether they were
able to achieve the curriculum outcomes. Assessment in Learning can be defined as the systematic and purpose-oriented
collection, analysis, and interpretation of evidence of student learning in order to
It is generally summative in nature. make informed decisions relevant to the learners.
Assessment for Learning. This refers to the use of assessment to identify the Assessment and Testing
needs of learners in order to modify instruction or learning activities in the
classroom. The most common form of assessment is testing. In the educational context,
testing refers to the use of a test or battery of tests to collect information on
Assessment as Learning. This refers to the use of assessment to help learners student learning over a specific period of time.
become self-regulated.
Assessment and Grading
Formative. Teachers conduct assessment because they want to acquire
information on the current status and level of learners' knowledge and skills or A related concept to assessment in learning is grading, which can be defined as the
competencies. process of assigning value to the performance or achievement of a learner based
on specified criteria or standards.
Diagnostic. Teachers can use an assessment to identify specific learner's
weaknesses or difficulties that may affect their achievement of the intended
learning outcomes.
Week 2
Evaluate. Teachers conduct assessment to measure learners' performance or
achievement for the purposes of making judgement or grading in particular. Different Types of Assessment in Learning

Facilitative. Classroom assessment may affect student learning. Formative Assessment - refers to assessment activities that provide information
to both teachers and learners on how they can improve the teaching- learning
Motivational. Classroom assessment can serve as a mechanism for learners to be process.
motivated and engaged in learning and achievement in the classroom.
Summative Assessments - are assessment activities that aim to determine
Week 4 learners' mastery of content or attainment of learning outcomes.

the Learning Targets Diagnostic assessment - aims to detect the learning problems or difficulties of the
learners so that corrective measures or interventions are done to ensure learning.
Goals. Goals are general statements about desire learner outcomes in a given year
or during the duration of a program Placement assessment - is usually done at the beginning of the school year to
determine what the learners already know or what their needs that could inform
Standards. Standards are specific statements about what learners should know design of instruction are.
and are capable of doing at a particular grade level, subject, or course.
Traditional Assessment - refers to the use of conventional strategies or tools to
Educational Objectives. Educational objective are specific statements of learner provide information about the learning of students.
performance at the end of an instructional unit.
Authentic Assessment - refers to the use of assessment strategies or tools that
The Bloom's Taxonomy of Educational Objectives allow learners to perform or create a product that are meaningful to the learners,
as they are based on real-world contexts.
Knowledge
Different Principles in Assessing Learning
- define, recall, names, enumerate and labels
1. Assessment should have a clear purpose. Assessment starts with a clear
Comprehension
purpose. The methods used in collecting information should be based on this
- Explain, describe, summarize, discuss and translate purpose.

Application 2. Assessment is not an end itself. Assessment serves as a means to enhance

student learning. It is not a simple recording or documentation of what learners
- Applies, demonstrate, produces, illustrates, and uses know and do not know.

Analysis 3. Assessment is an ongoing, continuous, and a formative process. Assessment

consists of a series of tasks and activities conducted over time.
- Compares, contrast, categorizes, classifies, and calculates
4. Assessment is learner- centered. Assessment is not about what the teacher
Synthetic does but what the learner can do.

- Composes, constructs, creates, design, and integrates 5. Assessment is both process- and product-oriented. Assessment gives equal
importance to learner performance or product and the process they engage in to
Evaluation
perform or produce a product.
- Apprised, evaluate, judge, concludes, and citizen
6. Assessment must be comprehensive and holistic. Assessment should be
performed using a variety of strategies and tools designed to assess student
learning in a holistic way.

7. Assessment requires the use of appropriate measures. For assessment to be

valid, the assessment tools or measures used must have sound psychometric
properties, including, but not limited to, validity and reliability.

8. Assessment should be as authentic as possible. Assessment tasks or activities

ELEMENTS OF FICTION * Round characters: Well-developed characters with multiple traits that can
evolve and change.
A. CONFLICT: a clash of actions, ideas, desires, or will
* Static characters: Have more complex personalities than flat characters, but
*Man vs. Himself *Man vs. Man their core traits and beliefs remain largely unchanged throughout the story

*Man vs External force *Man vs Nature * Dynamic characters: Undergo significant development and growth
throughout the story.
* Protagonist - central character in a conflict
G. THEME: the controlling idea or central insight
* Antagonist - any force against protagonist
* Unifying generalization about life or implied by the story
B. SUSPENSE: a powerful element in fiction that creates a feeling of uncertainty.
anticipation, and anxiety in the reader. * Must be a statement about the subject

* Plot suspense -driven: The focus is on twists, surprises, and unpredictable events H. POINT OF VIEW: Who tells the story and how much they know about the
that keep the reader guessing. thoughts of the character.

* Character-driven suspense: The focus is on the character's internal struggles, doubts, * First Person - the story is narrated by a character using "I" and "me"
and fears as they face a difficult situation. pronouns.

* Atmospheric suspense: The setting, descriptions, and mood build a sense of danger * Second Person - an uncommon choice, the story is narrated directly to "you,"
and unease, keeping the reader on edge. placing the reader in the protagonists shoes. It is often used for experimental
or interactive fiction.
C. ENDING: the culmination of the story
* Third Person - the most common POV, the story is narrated by an outside
* Closed ending: Provides definitive answers, tying up loose ends and offering clear
observer using "he""she," and "they" pronouns.
outcomes: (Fairytales like Cinderella, Snow White)
a. Third-person omniscient: The narrator knows everything about all the
* Open ending: Leaves some elements unresolved, prompting reader interpretation and
characters and events in the storyb Third-person limited: The narrator focuses
reflection.
on the thoughts and feelings of one or a few characters.
* Ambiguous ending: Present multiple possibilities without a clear resolution, fostering
I. SYMBOL: something that means more than what it suggests on the surface. It
discussion and personal meaning creation.
may be object, person, situations, action, or other elements.
* Circular ending: Returns to the story's starting point, highlighting cyclical themes or
* Name symbolism: refers to the deeper meaning or significance attached to a
character development.
character's name in a work of fiction.
* Cliffhanger ending: Abruptly concludes at a crucial moment, leaving the reader
* Object symbolism: a powerful tool in literature, adding depth and richness to
wanting more and setting up a sequel or follow-up
stories by imbuing everyday items with deeper meanings and connections to
* Surprise ending: a sudden, unexpected turn or twist, not just a reversal of expectation. characters, themes, and plot developments.

* Happy ending: leaves the reader with a sense of satisfaction, depicts a positive * Action symbolism: instead of focusing on what characters hold or wear, it
resolution. analyzes what they do and how those actions carry additional meaning beyond
the literal event.
* Unhappy ending: more closely mirrors real life and forces readers to contemplate the
complexities of life. * Setting symbolism: it goes beyond just creating atmosphere and becomes a
tool to enrich the narrative, deepen character development, and explore
* Indeterminate ending: lacks essential information, leaving the outcome genuinely themes.
unknown and impossible to determine
TYPES OF FICTION
D. ARTISTIC UNITY: the cohesiveness and harmony of all its elements working together
1 COMMERICAL FICTION: a broad category of fiction that prioritizes reader
-There must be nothing in the story that is irrelevant. appeal and entertainment value. It typically features fast-paced plots, well-
developed characters, and satisfying emotional journeys.
E. PLOT MANIPULATION: unjustified turn in the plot by the situation or the characters.
* Mystery - centers around solving crimes or uncovering secrets, often
* Chance: the occurrence of an event that has no apparent cause in previous events featuring detectives, investigators.
or in predisposition of character:
* Romance - it has elements of love, extravagance, and always the heroic
* Coincidence: the chance of occurrence of two events that may have a peculiar lover overcoming impossible odds to be with his true love.
correspondence
* Women's fiction - a broad term encompassing novels that feature female-
CHARACTERIZATION: process of developing and revealing the personality, traits, and centered narratives, often focusing on personal growth
motivations of fictional characters.
* Science Fiction - depicts distant worlds and futuristic technologies that whirl
Flat characters: Have few personality traits and remain unchanged throughout the readers far away, imaginative and other worldly.
story.
* Horror - the intention to frighten readers by exploiting their fears, madness,
1. Stereotypes - embodies a set of oversimplified and often prejudiced ideas associated death, dismemberment, and other terrifying notions.
with a particular group of people.
* Young Adult - caters to readers typically between the ages of 12 and 18. lt
2. Archetypes - embodies a universal human experience or type. tackles themes relevant to young adults, like self-discovery, friendship, love,
and navigating the complexities of growing up.

* Fantasy - features magical elements, mythical creatures, and otherworldly

settings.

* Historical fiction - explores real-life events and characters from the past,
* Historical fiction - explores real-life events and characters from the past, often Travel Stories: Narratives detailing personal journeys and experiences in
blending fact and fiction to create immersive and engaging narratives different places and cultures.

LITERARY FICTION: Also known as mainstream fiction, serious fiction, * War Stories: Accounts of conflict experiences, often focusing on the human
aspects of warfare.
Fiction Stories
* Survivor Stories: Narratives of individuals who have overcome significant
* Fairytales: Short stories featuring magical elements, often with moral lessons. adversity or trauma, highlighting resilience.
* Folklore: Traditional beliefs, customs, and stories passed through generations,
reflecting cultural.

* Methology: A collection of myths, often involving gods and creation stories, explaining
natural phenomena.

* Legends: Semi-historical narratives that blend fact and fiction, often centered around
heroic figures.

* Epic: A long narrative poem detailing heroic deeds and events significant to a culture
or nation.

* Dramas: Serious plays focused on character development and emotional themes,

often with conflict.

* Adventure Stories: Narratives emphasizing excitement and exploration, usually

featuring a protagonist's journey.

* Historical Fiction: Novels set in a specific historical period, blending factual history
with fictional elements.

* Fantasy: Fiction set in imaginary worlds with magical elements, often involving quests
or battles between good and evil.

* Science Fiction: Stories based on futuristic concepts, advanced technology, and often
exploring the impact of science on society.

* Love Stories: Narratives focusing on romantic relationships and emotional

connections between characters.

* Horror Stories: Fiction designed to evoke fear, often involving supernatural elements
or psychological terror.

* Ghost Stories: Tales that involve spirits or hauntings, typically intended to scare or
unsettle the reader.

* Bedtime Stories: Short, comforting tales meant to be read at bedtime, often featuring
gentle themes and happy endings.

Non-Fiction Stories

* Historical Events: Significant occurrences that have shaped societies or cultures over
time.

* News and Current Events: Reports on recent happenings, often covering politics,
social issues, and global affairs.

* Autobiographies and Biographies: Autobiographies are life stories written by the

subject themselves; biographies are written by someone else.

* Memories and Experiences: Personal recollections and events that shape individual
perspectives and identity.

* Cultural History: The study of cultural practices and developments within a society
over time. entertenment utica italiation of criminal acts and the legal system's response,
inducing

* Love: A complex emotion characterized by deep affection, attachment, and care

towards others.

* Family: A social unit based on kinship, often sharing emotional bonds and
responsibilities.

* Science: The systematic study of the natural world through observation and
experimentation.

* Survivor Stories: Narratives of individuals who have

The Revised Bloom's Taxonomy of Educational Objectives

Create

- Compose, produce, develop, formulate, devise, prepare, design, propose

Evaluate

- Assess, measure, estimate, evaluate, critique, and judge

Analyze

- Analyze, calculate, examine, test, compare, differentiate, classify

Apply

- employ, practice, relate, use implement, solve

Understand

- describe, determine, interpret, translate, paraphrase, and explain

Remember

- Identify, list, name, recall, retrieve, locate

Ma’am inductive 5. Digital learning - is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology.
Standard 1: Technology Operations and Concepts
6. On-line digital tools and apps - use an Internet connection to access the information
This means that teachers demonstrate a sound understanding of technology needed. A common example is Skype.
operations and concepts.
7. Off-line digital tools and apps - can still be used even if there is no internet access.
Standard 2: Planning and Designing Learning Environment and Experiences
8. Instructional technology - is the theory and practice of design, development, utilization,
This standard implies that teachers utilize the use of technology to plan and management, and evaluation of the processes and resources for learning
design effective learning environments and experiences.
9. Software - refers to program control instructions and accompanying documentation
Standard 3: Teaching, Learing and Curriculum
10. Multimedia - is a sequential or simultaneous use of a variety of media formats in a
Teachers should be mindful that in the implementation of curriculum plan, they given presentation or self-study program
have to include strategies for applying technology to maximize student learning.
11. Internet - is a massive network of networks, a networking infrastructure. It connects
Standard 4: Assessment and Evaluation millions of computers together globally, forming a network

Teachers apply technology to facilitate a variety of effective assessment and 12. World Wide Web (www) - is also called the Web which is a graphical environment on
evaluation strategies to collect and analyze data, interpret results, and computer networks that allows you to access, view and maintain documentations
communicate
13. Web access - is the ability of the learner to access the Internet at any point during the
Standard 5: Productivity and Professional Practice lesson in order to take advantage of the array of available education resources.

Teacher use technology to engage in on-going professional development and 14. Webquest - is an inquiry-oriented lesson format in which most or all information that
lifelong learning in support of student learning learners work with comes from the web.

Standard 6: Social, Ethical, Legal and Human Issues 15. Productivity tools - refer to any type of software associated with computers and
related technologies that can be used as tools for personal, professional or classroom
Teacher understand the social, ethical, legal and human issues surrounding the
productivity.
use of technology
16. Technology Tool - is an instrument used for doing work. It can be anything that helps
National Educational Technology Standards For Students
you accomplish your goal with the use of technology.
Standard I: Creativity and Innovation
* These technology tools can be classified as:
This standard will produce students who demonstrate creative thinking construct
•Data/Calculation tools. Examples: spreadsheets, Excels,Sketchpads, probability
knowledge.
constructor.
Standard 2: Communication and Collaboration
• Design tools. These are used to make models and designs, creating and building.
This standard requires students to use digital media and environments Included here are Family Tree Maker, GollyGee, and Crazy Machines among others
communicate and work collaboratively to support individual learning
There are 4 different approaches that utilize discussion and interaction in the Internet.
Standard 3: Research and Information Fluency Email tools. Emails are great communication tools for sending messages, photographs,
videos and other files. Handheld devices. Handheld devices have become popular among
Students are expected to apply digital tools to gather, evaluate and use learners.
information and plan strategies for inquiry.
17. Webquest - is a teacher structured research experience for the students that is
Standard 4: Critical Thinking, Problem-Solving and Decision Making primarily based on use of the World Wide Web and typically takes one or more
instructional periods
This standard expects the students to use critical thinking skills to plan
18. Blog - is an online journal where posted information from both teachers and students
Standard 5: Digital Citizenship are arranged.

It is required by this standard that every technology 19. Wiki - an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos or videos
Standard 6: Technology Operations and Concepts
20. Flipped classroom - utilizes a reverse instructional delivery, where the teacher is
Sound understanding of technology concepts, systems and operation is a required to use the web resources as homework
standard that students should comply with.
21. Podcast - is a video or audio multi-media clip about a single topic typically in the
1. Technology - refers to a mix of process and product used in the application of format of the radio talk show.
knowledge.
22. Google Apps - is a cloud-based teaching tool which is stored in the Google server and is
2. ICT Literacy - is the use of digital technology, communication tools and/or available for students both at home and in school.
networks to access, manage, integrate, evaluate, create and communicate
information in order to function in a knowledge society 23. Vlog - is a video blog where each entry is posted as a video instead of the text.

3. Educational Technology - refers to the use of technology in teaching and 24. Facebook - is a popular social networking site used by students and adults worldwide
learning. Educational technology includes both the non-digital and digital. to present information on themselves and to the world.

4. Digital Literacy - is the ability to find, evaluate, utilize, share and create 25. VOIP (voice over internet protocol) - is a category of hardware and software that
contents using information technologies and the Internet (Cornell University) enables people to use the Internet as transmission medium for telephone calls by sending
voice data in packets using IP rather than traditional circuit transmission.