OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT

OpenDESK stands for open digital education software and knowledge. openDESK makes all teachers realize the outcomes of the designed learning through the aligned use of digital devices, computer software, and Internet services. It brings the aggregated framework. practices, competency, templates and technology to bring 21st century digital literacy, while actualizing the knowledge and skills objectives of all learners in mathematics, science, language, social studies, writing and arts.

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
INTRODUCTION
OpenDESK Toolkit Guide empowers all basic education teachers to lead and to teach the appropriate use of 21st century digital tools in the classroom. It initiates the school-based training of all teachers to discover, to plan, to execute, and to sustain the delivery of teaching and learning through the use of information and communicaitons technology (ICT). It introduces the basic competencies on information and comnications technology (ICT) as applied to teaching and learning in the classroom. It is done by presenting the contextual application of open standard software and Internet services to effectively teach the basic education learning competencies in writing, reading, communication, visual arts, mathematics, sciences, languages, culture, and technology. It brings education-aligned digital tools that initiate technology literacy, information literacy, visual literacy ,and digital safety literacy to both teacher and learner. The teachers are led to acquire the practical knowledge and skills in order to create and to facilitate the ICT based learning events inside the classroom. They are coached to understand and implement the models, requirements, processes and tools in setting up the learning condition supported by information and communications technology. The teachers are encouraged not to re-invent the wheel. It is done by learning from best practices. It is discovering the aligned use of available open standard software and Internet resources to teach basic education learning competency. The guide introduces the usage principles, desktop programs and web sites. It makes the teachers evaluate the use of software and Internet in providing the environment to find knowledge, influence information, create content, share results, build interactivity, realize transactions, and affirm social values. The teachers are provided with thinkting-tools and templates to realize the best practices guidance on how to define, to design, and to evaluate the teaching model that intergrates the use of software and Internet to improve the learning experiences and performances of all students. The guide describes for the teachers the proposed objectives, activities, and metrics of using the freely available open standard software and Internet services to realize the competency goals of a subject area. The guide describes the initial knowledge and skills on computer operation. It provides the first step to easily navigate the computer in running the software and in browsing the Internet. It identifies safety and security issues to be managed while using the computer and the Internet. It offers site links to the fully functional and free on-line learning services to acquire the beginning and advanced knowledge and skills on the use of computer and Internet services. It evaluates, compiles and promotes open source and freeware programs for education. The software and websites usage is categorized based on the publicly shared 21st century digital skills for the digital citizens, and their application to the teaching and learning performances. The selected programs are all designed to run in Microsoft Windows, and some to run in Linux and Macintosh OS X computer platforms. -.

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
COPYRIGHTS AND DISCLAIMER NOTICE

The open content project is led by an ICT services management practitioner and teacher who believe on the principles of not-reinventing the wheel, practical alignment of open and free to use technology and content to meet the educational outcomes intended for all learners. The project website is located at www.onecitizen.net. The content design and selected materials have evolved from the lessons learned during training engagements with teachers and educational leaders who are tasked to implement the use of ICT in basic education. The project lead brings into a single document the elaboration of the training presentations, thinking tools and templates, open software and Internet projects. Some of the conceptual framework, methodology and software materials have been part of the presentation done in educator's congress and seminars related to ICT in education. The project challenges the educators to discover, test, plan, design, realize and evaluate the prevailing and emerging digital learning products from different technology sources, and to be guided by the globally accepted open standards and best practices. It includes the acquisition and sharing of cost effective, no-locked-in and easy to use tools and standards for teaching and learning. The OpenDESK Toolkit Guide for Teachers is an open content project. The guide designer and project lead DOES NOT REPRESENT the solutions and brand names mentioned in this open content project. The usage policies of cited resources allow public linking, citing, sharing and promotion of their services and content. The cited documents, products and services are presented to freely promote discovery and informed decision on the use of information and communications technology to realize the goals of education for all. This guide IS NOT for commercial endorsement. Educational Users must exercise DUE DILIGENCE in appraising the applicable use of the concepts, framework, methodology, template and software in their school setting. The education user must OBSERVE COPYRIGHT NOTICES, and the terms and conditions defined by the developers and companies claiming ownership of the cited materials. All trademarks and copyright notices belong solely to their respective owners who are recognized in the guide. The basic education teachers are FREE TO USE and FREE TO SHARE the digital copy of this open document as long as proper attribution, no modification is done, and respect of the copyrights limitations and acceptable use policy of the cited materials are observed.

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
ABOUT THE GUIDE AUTHOR
MR. JOHN J. MACASIO John J. Macasio is the project lead of the openDESK Toolkit. He has been in the application of technology use in education for 25 years. He worked with St. Louis College of Valenzuela, Our Lady of Fatima University, Asian Social Institute, Far Eastern University and Notre Dame of Greater Manila as teacher, school registrar, guidance officer, academic head, computer services manager, and ICT consultant for education. He led the textbook project on computer literacy for children which was published in 1996. And he co-authored the ICT Project Management Essentials for Government Leaders, commissioned and published by the United Nations APCICT in 2008. In 2003, he worked as ICT consultant to the Human Capital Development Group of the Commission on Information and Communications Technology. He assisted the Commissioner in the conceptualization, design and implementation of ICT for basic education projects, which are now known as ischools and eskwela. He developed and implemented for USAID Last Mile Initiative the ischools webboard that introduces the use of Internet for teaching. He led the project implementation of Intel Philippines e-learning multimedia project called skoool.ph. Mr. Macasio is the ICT Consultant of the ICTU-Technical Services, Department of Education, Office of the Secretary. He is engaged in providing technology framework, service strategy and standard references in the design, development and implementation of the Department of Education Computerization Program. He is the Technology Consultant of the e-TESDA Project Management Office, Technology Education and Skills Development Authority. He is an ICT Training Consultant of the National Computer Institute, Commission on Information and Communications Technology and the Career Executive Service Board. He develops and conducts the trainings on e-Government Project Management, ICT Services Management, and Enterprise Architecture and Information Systems Planning. He maintains the digital citizens social network of educators and government managers at www.onecitizen.net

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT

Table of Contents
INTRODUCTION......................................................................................................2 COPYRIGHTS AND DISCLAIMER NOTICE...........................................................................3 ABOUT THE GUIDE AUTHOR........................................................................................4 1. EFFECTIVE TEACHING PRINCIPLES.............................................................................6 The Effective Teacher:.........................................................................................6 The Teacher Knowledge........................................................................................7 ICT Use Principles in Learning.................................................................................8 Goals Grid of Effective Teaching with ICT...................................................................8 2. PROCESS AND PRODUCT OF TEACHING WITH ICT..........................................................10 My Teaching Methods..........................................................................................11 G.I.P.O.V. Worksheet of Teaching Process Definition.....................................................12 3. DESIGN AND PLAN TEACHING WITH ICT......................................................................14 Instructional Planning and Design: Components and Stages.............................................14 ICT Based Teaching: Lesson Planning.......................................................................15 Attributes of Learning Objective............................................................................20 Measuring Performance Outcomes..........................................................................23 Readiness Assessment of ICT Based Learning Materials..................................................25

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OpenDESK Toolkit Guide for Teachers

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1. EFFECTIVE TEACHING PRINCIPLES
“For the computer to bring about a revolution in ….education, its introduction must be accompanied by improvements in our understanding of learning and teaching.” -Herbert Simon, Nobel Laureate Information and communications technology (ICT) enables the teachers to effectively acquire, create, evaluate, and share knowledge. It provides the digital tools to deliver the quality experience that affects the motivation, engagement, confidence, performance and products of all learners towards achieving the competency goals. The introduction of open software and Internet services are meant to bring the enabling conditions for effective teaching. Teacher effectiveness is critical to student achievement. Teaching effectiveness is an interaction between subject matter knowledge and teaching ability. “When a teacher does this (process), it results in this sort of student achievement (product).” “When a teacher causes this to happen (process), it results in student learning (product).”

The Effective Teacher:
1. Make the learner focus and pursue clear learning goals. The teacher brings the outcome based orientation in order to align the instructional method, content resource, and assessment instruments to the achievement expectations defined for the students. 2. Present clear and simple content. The information has to build on what the students already know. The teacher carefully selects learning material that is spirally designed, suitable to the learner conditions, and aligned to the lesson objectives. 3. Engage the learner in learning by doing. Activity based learning is given time in building contextual knowledge. The learning experience provides engaging and variety of activity to sustain exploration and application. It provides the means for the learner to express freely and to realize higher order thinking skills. 4. Teach with enthusiasm. The teacher shows excitement and passion in doing what will make the learner successful. The teacher celebrates with the learners any achievement, and motivates the learner to move forward based on lesson learned. Information and communications technology provides the context to improve knowledge on the subject-matter and to execute the teaching process that engages the student achieve the competency outcomes. The teacher’s challenge is for the teachers to discover, align and use the open software and Internet services in doing the teaching tasks. A teaching modeling mindset has to be articulated and observed in driving the use of open software and Internet services to deliver the outcome, to present the content, to bring engagement, and to trigger excitement in teaching and learning.

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OpenDESK Toolkit Guide for Teachers

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The Teacher Knowledge
The effective engagement of the teacher to execute the teaching process depends on the available information and capabilities in the person of the teacher. Lee Shulman, in his article “Knowledge and Teaching: Foundations of the New Reform, published by Harvard Educational Review in 1987, identified the core knowledge to be possessed by an effective teacher. 1. 2. 3. 4. 5. Knowledge of subject matter content Knowledge of general pedagogical principles and strategies Knowledge of learners, their characteristics, and how they learn Knowledge of educational context Knowledge of education goals, purposes and values.

Looking at the categories of teacher knowledge, here are some ideas on how the knowledge are to be demonstrated by the teacher in the context of ICT use. Knowledge of subject matter content is demonstrated by the ability of the teacher to present clear and accurate information and logical ideas of the topic being taught. It includes the competence to identify, analyze and differentiate appropriate content materials for the subject-matter to be studied by the learner. And the capability to provide logical and precise answers and reference materials to address the questions and problems poised on the subject-matter at any situation. Knowledge of general pedagogical principles and strategies is demonstrated by the ability of the teacher to design instruction in order to deliver the learning requirements of achieving prescribed the learning competency of the curriculum. It includes the competence to specify the tactical procedures and the manner to acquire and use the resources in delivering the teaching methodology. It also calls for the capability to realize an assessment framework to measure effectivity value of the instructional strategy. Knowledge of learners, their characteristics, and how they learn is demonstrated by the ability of the teachers to define benchmarking model, and to formulate the pre-assessment instrument to baseline the learner condition to build on towards the achievement of the targeted learning competencies. It is also shown in the manner by which the teacher structured the learning model to match learner’s ability to achieve the learning competency. Knowledge of education context is demonstrated by the ability of the teacher to understand and work around the constraints of the learning environment. It includes the competence to properly appreciate the people, policy, process, technology and culture components of educational context. Knowledge of education goals, purposes and values is demonstrated by the ability of the teachers to articulate the basic education curriculum learning competency in the design of the instructional plan and learning evaluation. It includes the competence to develop the learning events that realize quality education for all, and the positive values of the community. The availability of the core knowledge is a pre-requisite for the proper appreciation of the teachers in using information and communications technology to realize acquisition and presentation of content, to support the delivery of the instructional procedure, and to fill-the gaps of education by providing the digital context to bring about instruction and learning

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ICT Use Principles in Learning
“The goal of technology integration is not just for teachers to show off new toys but to put technology into the hands of students, and have them participate in higher level thinking, collaboration, and project based learning.” -Matthew Needleman Los Angeles Unified School District The value of using information and communications technology in teaching depends on the underlying principles to justify the integrative use in learning. It provides the rationalization in modeling instruction in the context of using computer software and Internet services.  Learning with ICT is to bring variety of instructional events and contextual experiences to realize discovering, exploring comparing, collaborating, networking, doing, making, building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing, etc.... of learning for all.  Learning with ICT brings information for all to realize knowledge acquisition, knowledge creation, and knowledge sharing in order to achieve the performance goals of the basic education curriculum for all learners.  Learning that is delivered through the use of computer applications, Internet services, other technology platforms. and multimedia learning content must bring the extension, enhancement and fill-in the gaps of education inside or outside the school premises.  The computer software, Internet services and multimedia learning content need to be appropriately aligned to the instructional and learning outcomes, sound teaching methods, learners conditions, and safety requirements.

Goals Grid of Effective Teaching with ICT
The goals grid is a brainstorming tool to identify the desired end and action to be pursued. The goals are identified by posting and responding to the following:

1. What do you want that you don't have? (Achieve) 2. What do you want that you already have? (Preserve) 3. What don't you have that you don't want? (Avoid)
4. What do you have now that you don’t want? (Eliminate)

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OpenDESK Toolkit Guide for Teachers

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ACTIVITY: Teaching with ICT Goals Grid and Action Plan
With your experience and knowledge in performing the teaching tasks, identify the goals you seek to realize in using ICT for teaching and learning in the next prescribed school years. Start School Year:_______ ACHIEVE End School Year:______ AVOID ELIMINATE

PRESERVE

PLANNED ACTION:

RESULTS:

REQUIREMENTS:

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2. PROCESS AND PRODUCT OF TEACHING WITH ICT
“KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where we can find the information on it.” -Samuel Johnson What is learning? It is a process that results changes in the human understanding, human behaviour and in the human capabilities to function or perform – (competency). What is teaching? It is the process of creating and facilitating the events that affects learners in their way to achieve learning. (performance) The structured modeling of the learning and teaching process must clearly elaborate the goals, the input, the procedures, products, and the means to validate-verify in order to deliver and measure the performance expectations for all learners. Effective teaching model is not just implementing the use of textbook in order to learn. It is not just bringing the learner in front of the teacher to remember what are told to be known. It is not making the student face the computer and become technology literate. It is defining and executing the learning events that build the ability of the learner to acquire, to create, and to share knowledge. It is providing variety of active experiences to make the learner deliver the product that actualized the motivation to learn and achievement of learning competency goals.

LEARNING EVENTS Presentation Demonstration Discussion Forum Debate Hands-On Projects Practice Drill Exploration Experiment Case Study Collaborative Writing Evaluation

The challenge of effective teaching with ICT is how to bring the learning events that put emphasis on interactivity or learning by doing. It is how to use the digital tools to improve, enhance and optimize the instructional methodology that is normally supported by non-digital learning resources. The ICT integration in teaching has to focus on making computer software and Internet services as efficient and effective conditions to deliver the performance outcome expected by the curriculum.

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My Teaching Methods
List down the teaching strategies and kind of learning materials commonly used in your subject area. Method that enables the learner accomplish the comptency requirements. NAME OF SUBJECT AREA: DIRECTED LEARNING LEARNING MATERIALS INTERACTIVE LEARNING GRADE/YEAR LEVEL: LEARNING MATERIALS

(Lecture)

(Textbook)

(Brainstorming)

(Multiple References)

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G.I.P.O.V. Worksheet of Teaching Process Definition
The proper embedding of ICT use to deliver content and activity depends on the logical definition and relationship between the learning goal, resource input, choice of instructional strategy or methodology, the targeted product, and the means to validate and verify. It is in this context that the teacher has to appraise the value of the acquired software and Internet services to become valuable source of input and activity platform to deliver the learning results for all learners. Grade/Year Level: Subject: Lesson Topic: Pre-Requisite Knowledge OUTCOME (Learning Product)

GOAL (Competency Criteria)

INPUT (Learnng Resources)

PROCESS (Teaching Strategy)

VALIDATION AND VERIFICATION: (Means to Evaluate)

The GOAL describes the state, the condition, and the changes that the learner must realize in view of the learning ends envisioned by the basic education curriculum. It sets the kind of knowledge, skills and behavior to be understood and demonstrated by the learner during the teaching process. The INPUT presents both the digital and non-digital resources that must be acquired in order to initiate the preferred teaching process and learning conditions to make the learner achieve the competency objectives of the basic education curriculum. The PROCESS involves the defined strategy or methodology in delivering the expected learner’s products that fulfill the learning goal. It defines the learning procedure to engage the students in achieving the learning outcomes. The PRODUCTS represent the performance artifacts released by the learner, and which fulfill the expected results envisioned by the designed input and process in achieving the curriculum competency goals. The VALIDATION and VERIFICATION represent the means to certify successful provision of requirements and achievement of the results. It includes the way to check the claimed outcomes realized by the learner.

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OpenDESK Toolkit Guide for Teachers

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ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process
Pre-requisite Knowledge:

Grade/Year Level:

Subject:

Lesson Topic:

GOAL Learning Outcome -based on PLC - to read - to write - to count - to compute - to identify - to differentiate - to define - to illustrate - to draw

INPUT Software and Internet Resources Word Processor Desktop Publishing Calculation Spreadsheet Slide Presenter Multimedia Authoring Video Editor Audio Editor Image and Drawing Editor Web Page Maker Worksheet Maker Test Maker Math Study Helper Science Study Helper English Study Helper e-Mail Weblog Wiki File Sharing Knowledge Base Virtual Laboratory Internet Digital Library

PROCESS

OUTCOME Learning Product Reports Assessment Results Project Artifacts Worksheets Sound Record Video Production Multimedia Presentation Published Documents

Instructional Method

DIRECTIVE Lecture Direct Instruction Demonstration Practice Drill INTERACTIVE Cooperative Learning Discussion Forum Case Studies Discovery Learning Journal and Diary Brainstorming Debates

VALIDATION AND VERIFICATION MEANS: Performance Rubric Rating Formative Evaluation Results Summative Evaluation Results

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3. DESIGN AND PLAN TEACHING WITH ICT
The effective use in teaching of information and communications technology depends on the planned design of the instructional content and procedures. The application of the open software and Internet services to the teaching process must be consistently aligned to the defined outcomes, methodology, content, and metrics. The assembled digital instructional materials must be reviewed to match the requirements of both formative and summative evaluation. The following are the key items to be concretized in the various stages of instructional planning and design. It is based on the Principles of Instructional Design by Gagne, Briggs and Wagner.
Plan the Summative Evaluation (8) Develop the Formative Evaluation (7)

Performance Rubric & Basic Test Items Software and Internet Sites
Assemble and Review Instructional Materials (6)

Performance Criterion References Least Mastered Topics
Conduct Instructional Analysis (2) Define Instructional Goals (1) Identify Entry Behaviour (3)

Develop Performanc e Objectives Select (4) Instructional Method (5)

Lesson Plan

Basic Education Learning Competency Standard Learner Profiles and Education Context

ICT-Enhanced Instructional Delivery Configuration to Match Instructional Method.

Instructional Planning and Design: Components and Stages
1. The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized by the learners based on the targeted competency defined in the basic education curriculum. 2. The INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and performed by the learners in order to accomplish the instructional goal. It lists down topics to be mastered. 3. The ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and attitude of the learner. It provides the profile of what the students already know, and what to build on. 4. The PERFORMANCE OBJECTIVES define the criterion references to properly measure the learner’s achievement of the instructional goals. It provides the means to validate and verify results. 5. The INSTRUCTIONAL METHODS speak of the strategy to deliver the performance objectives. It involves the selected instructional activities to engage the learner. 6. The INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support the content and process requirements of the instructional method.

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7. The FORMATIVE EVALUATION is the means to measure the learning accomplishment of the learner after the execution of the planned instruction. It done through the conduct of written tests and activity output assessment using a performance rubric. 8. The SUMMATIVE EVALUATION is to measure the total learning accomplishment of the learner through the conduct of the National Achievement Test based on DepEd PLC.

ICT Based Teaching: Lesson Planning
The lesson template is designed to logically structure and document the outcomes, content, requirements, and procedures in using open software and Internet services in performing the teaching tasks. Some critical items to define during the formulation of a lesson plan that bring software and Internet as input to the teaching and learning process:

1. Specify the performance objectives in terms of what the students must be able to understand and be able to do, in conformity to the prescribed learning competencies of the basic education curriculum. (Specific and measurable) 2. List down the specific knowledge items to be understood or activity to be performed in order to deliver the learning objectives. Mark the knowledge items or performance area considered among the least mastered competency according to the results of the National Achievements Test, National Career Achievement Test or Next Level Entrance Examination 3. Name the software title or Internet sites, and classify the reviewed e-leaning object according to learning activity or instructional tasks it will bring about in order to realize the stated learning outcomes of the topic. (e.g. Cell Functions – Simulation) 4. Identify the possible placement of the educational software, multimedia objects and web applications in the teacher's lesson plan. (motivation, review, concept presentation, activities, assignment, or assessment), and describe the classroom layout to implement the lesson plan with ICT use.

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OpenDESK Toolkit Guide for Teachers

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Lesson Plan Template of ICT Enhanced Teaching
This lesson plan template is based on Preparing to Use Technology: A Practical Guide to Curriculum Integration – Blanche O'Bannon, Kathleen Puckett, Kathleen G. Puckett, 2007 SUBJECT AREA: LESSON TITLE: GRADE/YEAR LEVEL: TIME ALLOTTED:

LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.) In this lesson, the students shall learn the following category of knowledge items. The student is expected to realize the following learning activities. The learning process requires the following condition or ICT resources to achieve learning the lesson. The student shall deliver the following learning products. The student performance will be evaluated based on the following performance metrics. CLASSROOM LAYOUT AND GROUPING OF STUDENTS: Where will the learning take place? How will the room be organized with the computers? (Make a visual representation or diagram of the facility or classroom layout.) How will the students be grouped: • class group • individuals • pairs • small groups, etc LEARNING OBJECTIVES: Identification of the specific learning outcomes that are expected to happen based on the Philippine Learning Competency of Basic Education. The learner is expected to: • Define…. • Describe… • Differentiate The learner given the ICT learning condition is able to: • Calculate • Compose • Illustrate

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MATERIALS, RESOURCES AND TECHNOLOGY: 1. Non-Digital Materials for this Lesson a. Printed Text Book b. Manual Manipulative c. Chalk Board d. Illustration Board e. Printed Workbook f. Material Item 6 2. Technology Components for this Lesson a. Computer b. Software c. Network d. Printer e. Scanner f. Multimedia Device MATERIALS, RESOURCES AND TECHNOLOGY: 3. Computer Software for this Lesson a. Windows Operating System b. Edubuntu Operating System c. Math Educational Software d. Science Educational Software e. Creativity and Productivity Software f. Software Title 4. Web Site for this Lesson a. www.google.com b. www.prongo.com c. www.ipl.org d. www.wikipedia.org e. www.sitename.com

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STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE: Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite knowledge or skills from previous lessons that the students must have in order to complete the current lesson content?

What initial technology knowledge and skills that the students must have to properly use the computer, software and Internet to learn the lesson?

INSTRUCTIONAL PROCEDURES: 1. Motivation: Define the importance of the lesson to motivate the student. And how to relate lesson to previous lesson or real-life situation. Identify how the ICT based materials will be use to bring motivations of the lesson. 2. Presentation: Identify the knowledge items or concepts to be understood, and the manner the content will be presented to the students through the use of ICT tools.

3. Activities: Identify the sequential activities of the performance item to be executed in this lesson. It describes the methodology and ICT tools to be used in developing the activity products. a. b. c. d. Step 1 Step 2 Step 3 Step 4

4. Closure: Identify how the lesson shall be summarized and how to introduce future lesson.

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SUPPLEMENTAL ACTIVITIES: 1. Additional activities to expand the lesson 2. Remediation activities for the student needing more instruction and practices 3. Assignments

ASSESSMENT AND EVALUATION: How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. 1. Describe the assessment process: -Written Test –Quiz, Unit Test, Periodical Examination -Activity Output Evaluation –Activity Worksheet -Computer based Testing -On-line Test 2. Define the criteria for achievement, and performance levels: -Basic questions that all students must be able to answer -Difficult question that some student may be able to answer -Performance Rubrics and Rating Reference 3. Describe the plan on how to provide feedback to the student: -Individual consultation -Printed Report -e-mail STUDENT PRODUCTS: What artifact(s) or products will result from the lesson? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Report Worksheet Newsletter Diary Diagram Slideshow Video and Sound Production Drawing Created Object Test Results Discussion Forum Website

Name of Teacher:

Reviewed and Approved:

Version Name: Date:

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Attributes of Learning Objective
In an outcome based teaching process that makes use of ICT, the clear specification of the learning objectives enables the teachers and learners to pursue the proper results, metrics, and condition of learning within the context of using information and communications technology. The outcome-based learning objectives have to contain the following attributes: OUTCOME-BASED LEARNING OBJECTIVE ATTRIBUTES

PERFORMANCE Describes what the learner is expected to do or able to demonstrate

CONDITION (Learning with ICT) Describes the circumstances under which the performance of the learner is expected to happen. (It states the use of specific computer software, multimedia content, and Internet services) “Given a multimedia periodic table, a student will be able to calculate the atomic mass of a molecule.”

CRITERION Describes the level of competence to be measured on the learner

EXAMPLE: “A student will be able to calculate the atomic mass of a molecule.”

“Given a multimedia periodic table a student will be able to calculate the atomic weight of a molecule to 2 significant digits within .01 atomic units.”

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ACTIVITY: Learning Objectives Definition
Select a used lesson plan, and re-state the learning objectives of identified learning topic in terms of performance, condition, and criterion. The condition must identify the ICT based tools to bring performance requirement. LEARNING TOPIC: TARGET LEARNER: DURATION:

PRE-REQUISITE KNOWLEDE:

PRE-REQUISITE SKILLS:

Learning Objective 1: PERFORMANCE

CONDITION (Learning with ICT)

CRITERION

Learning Objective 2: PERFORMANCE

CONDITION (Learning with ICT)

CRITERION

Learning Objective 3: PERFORMANCE

CONDITION (Learning with ICT)

CRITERION

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Verbs of Learning Competency
The efffective application and re-use of freely available open standard software, Internet services, and interactive multimedia content depend on clear statement of learning objectives that define the learning results. The teacher must properly verbalize what is the end state of learning that the learner must actualized in doing the ICT based learning procedure which is designed to achieve the prescribed learning competency of basic education. The stated objectives establish the performance criteria to be measured during the formative and summative evaluation. The following matrix is based on collated information addressing the issue of learning objectives through the use of the Bloom's taxonomy of learning objectives.

PERFORMANCE DOMAIN 1. KNOWLEDGE Recognition, appreciation and recall of information, major ideas, facts to compose subject matter, and outline of procedures

THE VERBS List, Define, Tell, Describe, Identify, Show, Label, Collect, Examine, Tabulate, Quote, Name, Who, When, Where, What, How,

2. COMPREHENSION Summarize, Describe, Interpret, Contrast, Interprete the acquired facts to make Predict, Associate, Distinguish, Estimate, generalize statements, relate understood Differentiate, Discuss, Extend ideas to other concepts and situation, and to draw conclusions or build better assumption to explain a future. 3. APPLICATION Apply, Demonstrate, Calculate, Complete, Apply the use of recognized information, Illustrate,, Show, Solve, Examine, Modify, presented concepts, described theories, Relate, Change, Classify, Experiment, Discover and detailed facts to different sitation and problem conditions. 4. ANALYSIS Analyze, Separate, Order, Explain, Connect, Identify, dissect, evaluate patterns, Classify, Arrange, Divide, Compare, Select, components and hidden meaning from Explain, presented information in order to construct better understanding, solutions and models. 5. SYNTHESIS Formulate improved and holistic conclusion and improved generalization of knowledge based on the presented old and new ideas, ways of doing, models, and assumptions. Combine, Integrate, Modify, Rearrange, Substitute, Plan, Create, Design, Invent, Compose, Formulate, Prepare, Generalize, Rewrite

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
6. EVALUATION Develop criteria to perform comparison and discrimiation between ideas and value assessment of presented theory, reasoned arguments. Ability to verify the signifcance of data and information to the ends of knowledge. 7. AFFECTIVE Reaslize expression of feelings, values, appreciation, enthusiasms, motivations, and attitudes on the ideas, concepts, belief, and actions. 8. PSYCHOMOTOR Demonstrate physical movement, coordination, and use of the motor-skill areas in achieving the intended action or physical results. Assess, Decide, Rank, Grade, Test, Measure, Recommend, Convince, Select, Judge, Explain, Discriminate Support, Conclude, Compare, Summarize

Value, Feel, Believe, Assert, React, Change, Advocate, Motivate, Respond

Follow, Perform, Execute, Observe, Move, Operate, Deliver

Measuring Performance Outcomes
Performance Rubric Performance rubrics describe and measure the level of performance expected on the development of knowledge and skills. It defines the salient criteria to evaluate, and the performance descriptors to indicate the state of achieving the knowledge and skills goals. The rubrics help learners set goals and assume responsibility for their learning—they know what comprises the optimal performance and strive to achieve it. Criterion or Performance Dimension Criterion 1 YES, AND MORE Criterion 2 Exceeds Expectation Criterion 3 No Errors Criterion 4 Broad Adequate Limited Very limited Few Errors Some errors Frequent Errors Meet Expectation Progressing Not there yet YES YES, BUT NO LEVEL OF PERFORMANCE (Scale) 4 3 2 1

Performance Descriptors

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
Knowledge Test The written test measures the level of understanding, recall, and application of the students on the presented knowledge. The questions are designed to measure level of knowledge mastery. Knowledge Area Concepts Definitions Procedures Computational Rules Events People Basic Easy Questions (All student must answer correctly) Multiple Choice Open Ended Question Supply Missing Item Solve a Problem True or False Basic Difficult Questions (Some students are able to answer correctly) Multiple Choice Open Ended Question Supply Missing Item Solve a Problem True or False

ACTIVITY: Defining the Subject Performance Requirements
NAME OF SUBJECT: LEARNING OBJECTIVES STANDARDS GOALS: EXPECTED KINDS OF QUESTIONS PERFORMANCE LEVEL TO ANSWER & ACCOMPLISHMENT COMPLETELY DESCRIPTION ICT BASED LEARNING CONDITIONS

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
Readiness Assessment of ICT Based Learning Materials
The assessment rubric guide the teacher to identify the performance qualification of education software and interactive multimedia content to bring about the effective use of technology in teaching and learning.

1. Title of the Learning Resource: 2. Target Learner 3. Subject Area: 4. Topics Covered: 5. Achievable Learning Performance
Criteria:

6. Technical Requirements: 7. Readiness Rubric
Rating: 4 = Very Good 3= Good 2 = Needs Improvement 1 = Cannot be Determined READINESS CHARACTERISTICS A. INSTRUCTIONAL DESIGN (30%) 1. The learning objectives and goals of the e-learning application are defined and clearly stated. 2. The presentation of the content supports the specified learning objectives and goals. 3. The organization of the content, including all related activities, accurately reflects the learning objectives and goals specified. 4. The learning objectives and goals of the e-learning application match the specific standards of learning competencies. 5. The instructional content of the digital material addresses various needs of the students. (introduction, supplement and review) 6. The instructional content can be used in varied settings (in or out of school) 7. The e-learning application supports the desired instructional strategy. 8. The digital material provides a clear measure of achieving/meeting learning objectives and goals. 9. The e-learning application encourages and supports reflection, deep thinking, knowledge integration and making connections. 4 3 2 1

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT
READINESS CHARACTERISTICS B. LEARNING CONTENT (40%) 10. Its scope is appropriate for the intended learning objectives and intended learners. 1. There is proper sequencing of topics. 2. Its presentation (of the lesson) is clearly conveyed. 3. It facilitates the user’s exploration of the area of knowledge both within and beyond the learning experience. 4. It iappropriately identifies the intended learner/s (1st, 2nd, 3rd,4th , etc. 5. It provides adequate information to meet the intended learning objectives. 6. It is accurate and error free. 7. It covers the learning scope prescribed in the curriculum. 9. It reflects authentic and situational context (e.g. cultural values, etc.) 10. It reflects best practice and contemporary understanding of the discipline and the knowledge domain. C. USE OF MULTIMEDIA (10%) 1. The multimedia presentations used are clear, no misconceptions, nor misinterpretations by the learners. 2. Multiple representations are used to help learners construct interrelated knowledge. 3. Media elements are of high visual and aural quality. 4. Multimedia materials are not biased to any learning style. D. LEARNER INTERFACE (20%) 1. The design (of the e-learning application) is visually appealing and attractive. 2. The design is consistent relative to the responses and reactions of learners. 3. There is clear instruction on the proper use of the material. 4. The (design) program responds appropriately to learners’ actions. 5. There are multiple forms of navigations. 6. Icons used (for navigation) reflect its actual use. 7. These icons are readily clickable and lead to desired content/material. 8. Learners decide what they need to learn, what order and how deeply they want to concentrate on specific topics. Are you recommending the use of this digital learning material COMMENTS: YES NO 4 3 2 1

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