• This examines on how to plan

systematically for the effective

use of technology and media.
A Analyze Learners

S State Standards and

Objectives

S
Select Strategies,
Technology, Media and
Materials
U Utilize Technology, Media and
Materials

R Require Learner
Participation

E Evaluate and Revise

 Analyze
Learners
The first step in planning a lesson is to identify and analyze learner’s
characteristics shown to be associated with learning outcomes.

Key areas to consider during

learner analysis:

General Characteristics
Specific entry competencies
Learning Styles
 General
Characteristics
Includes descriptors such as age, gender, grade
level, and cultural or socioeconomic factors.
Specific Entry
Competencies
Refers to knowledge and skills that learners
either possess or lack: prerequisite skills,
target skills and attitudes.
Learning Styles

Refers to psychological traits that affect on

how your students perceive and respond to
different stimuli.
such as multiple intelligences, perceptual preferences
and strengths, information processing habits,
motivation, and psychological factors.
Multiple
Intelligences
Verbal/Linguistic (language)
Logical/Mathematical (scientific/quantitative)
Visual/Spatial
Musical/Rhythmic
Bodily/kinesthetic
Interpersonal
Intrapersonal
Naturalist
Existentialist
Perceptual Preferences and
Strengths
- students will vary as to which sensory
gateways (visual, auditory, tactile and
kinesthetic) they prefer using and which they
are especially adept at using.
 Information Processing
Habits
- are used to group learners according
to concrete versus abstract and
random versus sequential styles
FOUR CATEGORIES: (Butler, 1986).

Concrete sequential – learners prefer direct, hands-on

experiences presented in a logical order.

Concrete random- learners lean toward a trial-and-error

approach, quickly reaching conclusions from exploratory
experiences.

Abstract sequential- learners decode verbal and symbolic

messages adeptly, specially when presented in logical
sequence.

Abstract random- learners are distinguish by their capacity to

draw meaning from human-mediated presentation; they
respond to the tone and style of the speaker as well as the
Motivation
- Is an internal state that defines what
people will do rather than what they can do
( Keller,1987).
FOUR ESSENTIAL ASPECTS OF MOTIVATION:
Attention
Relevance
Confidence
Satisfaction
Physiological Factors

- Factors
related to gender differences, health
and environmental conditions also influence
learning.
Learning Styles
Measurement

Dunn and Dunn (1992) developed a set of

standardized instruments to measure the
learning styles and environmental
preferences of learners.
Memletics Learning Styles
Inventory
- has 70 questions that assess dominant and

secondary learning styles concerning the

following areas: aural, verbal, physical,
logical, social and solitary.
 Abiator’s Online Learning
Styles
- this assessment consists of 30 items that
measure auditory, visual, and tactile learning
styles.
Learning Styles Inventory for
Students with Learning Disabilities

- offers an inventory to identify the

preferred learning style of students with
learning disabilities.
 State Standards and
Objectives
Well stated objectives name the learners for whom
the objective is intended, the behavior to be
demonstrated, the conditions under which the
behavior or performance will be observe, and the
degree to which the new knowledge or skill must be
mastered.

- Learning Objective is a statement of what each

learner will achieve, not how the lesson will be
taught.
Importance of Standards and
Objectives
- when you have clear statements of what
students will know and be able to do at the
conclusion of the lesson, you are better able to
carefully select strategies, technology and
media that will ensure learning.
Basis for Assessment

-is to ensure accurate assessment of student

learning. When you explicitly state student
outcomes, you can then create assessments
that measure the targeted knowledge and skills
and directly align with required standardized
tests.
Basis for Student Learning
Expectations
- if standards and learning objectives are
clearly and specifically stated, learning and
teaching become objective oriented.
 The ABCD’s of Well-Stated Learning
Objectives

Audience
-It is important to clearly identify the targeted
learners – for example, “second-grade students”.

- If you are writing learning objectives for students

you will be teaching all year, you may choose to
adopt the commonly used audience identifier,
“The learner will …..,” often abbreviated as “TLW.”
 Behavior

-the heart of the objective is the verb describing the

new capability that learners will have after
instruction. This verb is most likely to communicate
your intent clearly if it is stated as an observable
behavior.

- better words include define, categorize, and

demonstrate, which denote observable
performance.
Conditions

-conditions under which the performance is to

be assessed.

- the material or tools will students be allowed or

not to allowed to used in demonstrating mastery
of the objective.
Degree

- the final requirement of well-stated

objective is that it indicates the standard
or criterion by which acceptable
performance will be judged.
Learning Objectives and Individual Differences

-it is important to adapt learning objectives to the

abilities of individual learners.

- learning objectives are not intended to limit what

students learn, but rather are intended to provide a
minimum of expected achievement. Serendipitous or
accidental learning should be expected to occur( and
should be encouraged ) as students progress toward
an objective. Because each learner has different
characteristics, incidental learning takes different
 Select Strategies,
Technology, Media and
Materials
Selecting Strategies

Teacher-centered Strategies

- the activities you will use to teach the lesson.

Student-centered Strategies

- are those that engage the students in active

learning.
 Selecting Technology and
Media

- Scholars agree the selecting appropriate

technology and media can be a complex task –
considering the vast array of available resources,
the diversity of your learners, and the specific
learning objectives to be pursue ( McAlpine and
Weston, 1994).
 Selection Rubrics

- provide a systematic procedure for judging the

qualities of specific technology and media. Each
rubric includes a set of consistent selection criteria,
as well as criteria for the designated technology or
media ( e.g. , Computer software, Audio, Visuals).
Selection Rubric Criteria

Alignment with standards, outcomes, and

objectives

Accurate and current information

Age-appropriate language

Interest level and engagement

Technical quality

Is of use ( user maybe student or teacher)

Bias free

User guide and directions

Selecting, Modifying, or Designing Materials

This step generally involves three

options:

Selecting Available Materials

Modifying Existing Materials

Designing New Materials

 Selecting Available
Materials
-The majority of instructional materials used by
teachers are “off the shelf” – that is ready made and
available from school, district, or other easily
accessible sources. Many of these resources are Free
or Inexpensive.

- Free and Inexpensive materials include all types of

media.
 Free and Inexpensive Materials in
General
ADVANTAGES LIMITATIONS

Up-to-date Bias or advertising

In-depth treatment Special Interests
Variety of uses Limited Quantities
Student
manipulation
Modifying Existing Materials

- As you strive to meet the diverse needs of your

students, you will find that “off the shelf” materials
often require modifications to more closely align
with your learning objectives.
Designing New Materials

- When ready-made materials are not available, or

existing materials cannot be easily modified, you
need to design your own materials.
Utilize Technology, Media and
Materials
-This step involves planning your role as the
teacher for utilizing the technology, media and
materials.

- to do this follow the “5 Ps” process: Preview the

technology, media and Materials; Prepare the
technology, media and materials; Prepare the
environment; Prepare the learners; and Provide the
learning experience.
 Preview the technology, media and
Materials
- you identified technology, media and materials
that are appropriate for your audience and
learning objectives.
Prepare the technology, media and
materials
- you need to prepare the technology, media and
materials that will support your instructional
activities. The first step is to gather all the
equipment you will need. Determine in what
sequence you will use the materials and what you
will do with each one.
Prepare the Environment

- Wherever the learning is to take place – in the

classroom, in a laboratory, at the media center – the
facilities will have to be arranged for effective use of
the technology, media, and materials.
Prepare the Learners

-Research on learning tells us very clearly that what

is learned from an activity depends highly on how
learners are prepared for the lesson.
 Provide the learning
experience
-If the learning experience teacher-centered, it will
involve a presentation, demonstration, drill and
practice, and/or a tutorial.

- if using presentation as a strategy, it is important

to follow the guidelines for using presentation skills
in the classroom.
 Using Presentation Skills in the
Classroom
PLANNING

Analyze your learners

- the needs, values, backgrounds, knowledge levels
and misconceptions of your learners with regard to
the topic you will be presenting.

Specify the learning objectives

- Limit the objectives and content to the time
available.

Specify benefits and rationale

- Why is this presentation important for your
 Identify the key points
-Brainstorm the main ideas.

Organize presentation in a logical order

-One organizing strategy is this:

1. Overview: Tell them what you are going to tell

them.
2. Present: Tell them.
3. Review: Tell them what you told them.
REHEARSIN
G
Use keyword notes.
Mentally run through the presentation to review
each idea in sequence.
Do a stand up rehearsal of your presentation. Try
to practice in the room where you will be
presenting or one similar to it.
Practice answers to questions you anticipate from
learners.
Videotape your presentation or have a colleague
sit in on your rehearsal and give you feedback.
SETTING UP

Check your equipment in advance of your

presentation.
For computer or video projection, place the
screen front and center.
Position objects being studied in the front and
center. Remove them when they are no longer
being studied.
 PRESENTIN
G
Anxiety
Nervousness and excitement are normal before and
during a presentation when you are a new teacher or
presenting new content.

Proper planning and preparation should reduce your

anxiety.

Harness your nervous energy and use it positively

with body movement, supporting gesture, and voice
projection.

Breath slowly and deeply.

 DELIVERY

Stand up when presenting to command more attention.

Face the learners to maintain eye contact and allow them to see
your facial expressions.

When using whiteboards, complete your writing, then turn and

talk.

Step to the side or in front of your desk to be on more personal

terms with the learners. It allows you to be seen and to be more
natural.

Move while you speak.

Use natural gestures.

Don’t put your hands in your pockets. Don’t clasp your hands
behind your back. Don’t wring your hands nervously. Don’t play
with a pen or other object.
VOICE

Use a natural, conversational style. Relate to

your learners in a direct and personal manner.
Don’t read you presentation.
Use a comfortable pace that is suited learner’s
needs in and the complexity of the content.
Speak clearly and loud enough to be heard in the
back of the room.
A pause (silence) after a key point is an excellent
way to emphasize it.
 EYE
CONTACT

Maintain your eye contact with your learners.

An excellent way to keep learner’s attention

is to look eye to eye at each person for at least
three seconds.
 Require Learner
Participation
- As predicted by Bloom, Engelhart, Furst, Hill,
and Krathwohl (1956) over 50 years ago, today’s
global economy will require students to have
experience and practice applying, analyzing,
synthesizing and evaluating rather than just
knowing and comprehending information.
 Evaluate and
Revise
TWO
PURPOSES :

Assessing learner achievement

Evaluating and revising strategies,
technology and media
Assessing Learner Achievement
Authentic Assessment

- Require students to use processes appropriate to

the content and skills being learned and to how
they are used in the real world.
- Authentic assessments can be used to assess
single performances or products, unit products, or
portfolios – student-selected exemplary work
representing performance over time, and which
include student reflections on why this work
represents their best effort.
Most commonly used rating
assessment rating scales for authentic
assessments:
Performance
checklists
Attitude
Scales
Product-rating
checklists
Rubrics
 Performance Checklist : Using an Audio Story
book
Name: Class:
Indicate yes or no with an appropriate column.

Did the Student Yes No

1. Locate the assigned audio story book? ______ ______
2. Complete the Material Checkout Form for the storybook? ______ ______
3. Select the appropriate headphones? ______ ______
4. Select the appropriate audio cassette tape? ______ ______
5. Correctly insert the storybook audiocassette tape? ______ ______
6. Correctly connect the headphones? ______ ______
7. Play the tape and follow along as the storybook is read? ______ ______
8. Remove the tape and headphones when the story is finished? ______ ______
9. Return the audio storybook, audiocassette player, ______ ______
and headphones to he proper location?
10. Complete the Material Return Form? ______ ______
 Attitude Scale: Biology
Each of the statements below expresses a feeling toward biology. Please rate each statement on
the extent to which you agree. For each you may (A) strongly agree, (B) agree, (C) undecided,
(D) disagree, or €strongly disagree.

A B c D E

Strongly Agree Undecided Disagree Strongly

Agree Disagree
____ 1. Biology is very interesting to me.
____ 2. I don’t like biology, and it scares me to have to take it.
____ 3. I am always under a terrible strain in biology class.
____ 4. Biology is fascinating and fun.
____ 5. Learning biology makes me feel secure.
____ 6. Biology makes me feel uncomfortable, restless, irritable, and impatient.
____ 7. In general, I have a good feeling toward biology.
____ 8. When I hear the word biology, I have a feeling of dislike.
____ 9. I approach biology with a feeling of hesitation.
____ 10. I really like biology.
____ 11. I have always enjoyed studying biology in school.
____ 12. It makes me nervous to even think about doing biology experiment .
____ 13. I feel ate ease in biology and like it very much.
____ 14. I feel a definite positive response to biology; it’s enjoyable.
 Multimedia Product Rubric
Students Name: ______________________________________ Date: __________________
Category 4 3 2 1
Content Covers topics in-depth with Includes essential Includes essential information Content is minimal OR
details and examples. knowledge about the topic. About the topic but there are these are several factual
Subject knowledge is Subject knowledge appears 1-2 factual errors. Errors.
excellent . to be good.

Sources Source information collected Source information collected Source information collected Very little or no source
for all graphics, facts, and for all graphics, facts and for all graphics, facts and information was
quotes . All knowledge quotes. All knowledge quotes, but not documented collected.
documented in desired documented in desired in desired format.
format. Format.

Organization Content is well organized, Uses headings or bulleted Content is logically organized There was no clear or
uses headings or bulleted lists to organize, but the for the most part. logical organizational
lists to group related overall organization of topics structure, just lots of
material. Appears flawed. facts.

Requirements All requirements are met and All requirements are met One requirement was not More than one
exceeded. completely met. requirement was not
completely met.

Originality Product shows a large Products shown some original Uses other people's ideas Uses other people’s
amount of original thought. Thought. Work shows new ideas but there is little evidence ideas, but does not
Ideas are creative and and insights of original thinking. Give them credit.
inventive.
Portfolio
Assessment
- the key component of portfolios is that they
require students self-reflection of their own
learning.

- to use portfolios, begin by determining whether

you will use a traditional or electronic format. Then
identify the types of artifacts that will demonstrate
student achievement of the standards and
objectives and select or develop an appropriate
rating skill.
The types of artifacts that a portfolio
might contain are as follows:

Written documents
Audio recordings of debates, panel discussions,
or oral presentations
Video recordings of skits, lab experiments, or
3-D models
Computer multimedia projects
 Traditional Portfolios

-are physical collections of student’s work.

- consist of paper copies of student work, photos,
video or audiocassette tapes.

Electronic Portfolios
- Store all of the student work as digital files.
- For example, any computer-generated products
such as spreadsheets and word-processed reports.
Whereas, student work created on paper, such as
drawings, handwritten poems, or illustrated stories,
needs to be converted into digital format with a
Evaluating and revising strategies, technology and
media

- You can also obtain student feedback

regarding your instructional strategies and use
of technology and media through discussions.
Student Rating Form for Classroom Your Reaction
Teaching

1. I could easily understand the teacher. 1 2

3
2. I could easily hear the teacher.
1 2
3. I paid attention. 3

4. I felt involved. 1 2
3
5. The teacher looked at me.
1 2
6. Overall, I would grade the presentation. 3

1 2
3

1 2 3
Evaluation of the
Teacher

-A critical component of any classroom setting is

the teacher, who should be evaluated along with
other instructional components.

- the resulting information will provide excellent

feedback for addressing areas of needed
improvement – and for celebrating areas of high-
quality skills.
Four types of Teacher
Evaluation:

Self-
evaluation
- You can create an audio or video recording of
your instruction, then view it at a later time while
using an evaluation form.
Students
- Student might share ideas in a group and submit
comments in a manner that keeps students’
names anonymous.

Peer

- You may ask a colleague, usually another teacher

to sit in the back of the room and observe your
teaching skills.
Administrator

-In most schools, administrators visit teachers on a

scheduled sequence, often annually or
semiannually.

- many schools have a standard that

administrators use to observe teachers and to
provide feedback to them.
 Presentation evaluation Form
Teacher ____________________ Evaluator___________________________ Date_____________________
SA = Strongly Agree A= Agree D= Disagree SD= Strongly
Disagree
1. Presenter appeared nervous. SA A D SD

Comment______________________________________________________________________________________
________________________________________________
2. Content was delivered well. SA A D SD

Comment______________________________________________________________________________________
________________________________________________
3. Movement enhanced presentation. SA A D
SD

Comment______________________________________________________________________________________
________________________________________________
4. Vocal variety was used. SA A D SD

Comment______________________________________________________________________________________
________________________________________________
5. Voice was natural and conversational. SA A D
SD

Comment______________________________________________________________________________________
________________________________________________
Strengths of Presenter
___________________________________________________________________
Weaknesses of Presenter
 Revision of Strategies, Technology and
Media

-You should reflect on the lesson and each

component of it. Make notes immediately
following completion of the lesson, and refer to
them before you implement the lesson again.

- If your evaluation data indicate shortcomings in

any of theses areas, now is the time to go back to
the faulty part of the plan and revise it.
By:
Dejemark Serrera
Campoamor