How do I teach this lesson online?

What do my students need to learn?

7 Principles for Good Practice in Undergraduate Education
(Chickering and Gamson, 1987)
Encourage faculty-to-student and student-to-student interaction

Develop reciprocity and cooperation among students

Promote active learning

Communicate high expectations

Emphasize time on task

Provide rich, rapid feedback

Respect diverse learning

Source: Te-Sasing, M. Designing Online Instruction: Principles and Practices
(Webinar). University of the Philippines Open University.
Encourage faculty-to-student and student-to-student interaction
Provide learning activities where students get to interact with the teacher. For example,

Face-to-face Online
 Reporting  Discussion (asynchronous-no real time
 Class discussions interaction)
 Consultations  Video conferencing sessions
 Giving of feedback (synchronous – real time) which can
cover activities like online consultations
and giving feedback
 Email exchanges (giving feedback)
Develop reciprocity and cooperation among students
Provide collaborative activities. For example,

Face-to-face Online
 Group work like doing experiments or  Discussion (asynchronous)
solving problems or through games  Doing experiments by group using online
 Peer sharing and giving of feedback laboratories
 Online collaborative projects using online
collaborative tools
Promote active learning
Design instruction such that students are actively engaged with the course materials through:

Face-to-face Online
 Class discussions  Discussion ( asynchronous)
 Case Analysis  Online virtual laboratories
 Problem Solving  Use of online simulations
 Games  Gamification
 Role Plays  Online collaborations through online
collaborative tools
 Use of online web quests to solve
problem
 Concept mapping through the use of
mind-mapping tools
Communicate high expectations

Prepare a course guide which informs the class of the content coverage ,
schedule of activities, and the deadline for the submission of requirements.

The course guide should also include guidelines for online activities like the
netiquette they should observe when participating in an online discussion
forum and emphasizing that plagiarism is not allowed in class.

The course guide should also describe the kind of outputs you expect from
your students and how these will be graded.
Emphasize time on task

Allocate realistic Emphasize Give consistent Break large

amount of time for deadlines of and frequent projects into
each learning activity submission of deadlines. manageable small
and requirement. outputs. outputs.
Provide rich, rapid feedback
Just like face-to-face
instruction, providing
students with rich and
immediate feedback will
enable them to reflect on
information, construct self
knowledge, and set further
learning goals.
Feedback helps students
monitor and track their
progress and performance
as well as identify areas for
improvement.
Immediate response also
helps address student
queries and problems
quickly.
On the other hand, it also
helps you, as the designer
of the course, in improving
your course materials and
activities. Utilize online
tools like online polls to
gather feedback from
students.
Provide feedback at
multiple times and in
multiple ways.
Feedback may be provided
all throughout the course,
immediately after, and
even a few months after
they have taken the course.
 Respect diverse learning

 Remember that students bring varied talents and learning styles so its is important to
provide a range in terms of learning experience.
 Provide varied opportunities where students can show their talents and learn in ways that
work for them.
 Utilize varied activities like collaborative work, individual projects, papers, and discussions
to reach a variety of learning preferences.
 Present course materials in a variety of methods to reach the most modalities possible.
What is a module?
In education, the term “module” refers to an
instructional unit that focuses on a particular
topic.
A module is divided into units. Each unit has its
own purpose within the module.
An instructional module is a self-sufficient unit of
instruction for the learner to achieve certain
objectives or learning outcomes.
Why are modules self sufficient?
Because a module has the combined features of
LESSON PLAN + TEXTBOOK + WORKBOOK
with assessment activities.
However, the self sufficiency of a module only more
effective if the teacher provides corrective learning
feedback to the students.
Variables to Consider in Planning
for the Flexible Modules:
1. Learner Profile
2. Context Issues
3. Learning Outcomes
LEARNER Literacy level of the students
PROFILE
Study Skills
ICT skills
Technological Tools
Prior knowledge about the course
Learning Situation
 Under GCQ, ECQ, MECQ, MGCQ
CONTEXT
ISSUES
Are part-time students and have jobs

Do not have resources at home

Do not have any access to textbooks and

other materials
Do not have access to the laboratory
equipment
 Before you start writing your materials, go back to
LEARNING your course syllabus. You need to have the following
OUTCOMES essential information:

Course Description

Learning Outcomes

Content List
Planning the Content
In the light of CMO 46 S. 2012, we need to use
the OBE Framework to determine the learning
outcomes.
In this approach, the learning outcomes
determine the content.
These outcomes determine the topics and
concepts that are included in the learning
materials.
Bloom’s Taxonomy
Use active, engaging measurable outcomes
such as:
• To define
• To enumerate
• To explain/elaborate
• To give examples
• To compute
• To discuss
• To report
• To apply
• To compare
Learning objectives must be…

S pecific
Measurable
A ttainable
R ealistic
T ime-bounded
How are flexible learning
materials designed?
Types of Instructional Design:
1. Addie Model
2. Assure Model
3. Gagne’s Nine Events of Instructional Model
4. Merril’s Principles of Instructional Model
5. The Kemp of Instructional Design Model
6. 5E Constructivists Instructional Design
Gagne’s Nine Events of Instruction
 (Bybee and Landes, 1990)

Teacher’s Role and Actions in this Model:

The purpose for the ENGAGE stage is to get student interest and get them personally
ENGAGE involved in the lesson, while pre-assessing prior understanding.

The purpose for the EXPLORE stage is to get students involved in the topic, providing
EXPLORE them with a chance to build their own understanding.

The purpose for the EXPLAIN stage is to provide students with an opportunity to
EXPLAIN communicate what they have learned so far and figure out what it means.

The purpose for the ELABORATE stage is to allow students to use their new knowledge
ELABORATE and continue to explore its implications.

The purpose for the EVALUATE stage is for both students and teachers to determine
EVALUATE how much learning and understanding has taken place.
 Three Main Stages of A Unit of Learning

Remind
learners what
Stage Explain what
the session
Stage Conduct the Stage the session
was about and
session
1 will be about 2 3 check that
they have
learnt it

Most Open Distance Learning (ODL) study units (whether print,

computer based or web-based) follow this approach generally. It is a
good basis for beginning to structure any course unit.
 Three Main Stages of A Unit of Learning
In the first stage, it is important to tell learners
what the unit is about. Most ODL courses do this in
more than one way, including (at the unit level): an
Stage Explain what introduction, a contents lists and a list of learning
the session objectives. You may use graphic organizer for the
1 will be about presentation.

ENGAGE of 5E Model
Stages 1-3 of Gagne’S Model
 Three Main Stages of A Unit of Learning
The second stage is usually the bulk of the unit,
whether in print or on the web. It is where the
teaching and learning mostly take place.
Stage Conduct the
session It is subdivided into topics based on the learning
2 outcomes. In each part, the instructional designer
presents new material (examples and
explanations) and sets activities based on this
material.

EXPLORE and EXPLAIN of 5E Model

Stages 4-6 of Gagne’S Model
 Three Main Stages of A Unit of Learning
The final stage is the one where learners are
reminded of what they have learnt. Two common
Remind learners ways to do this are to provide a self-marked end
Stage what the session
was about and
test and to give a summary of the key points in the
unit.
3 check that they
have learnt it

ELABORATE and EVALUATION of 5E Model

Stages 7-9 of Gagne’S Model
Comparison Between
DL Materials/FL Module and Textbooks
DL Materials/FL Modules Textbooks
Are divided into study units, Are divided into chapters, based
sometimes representing a on topics rather than study time
week’s work
Include a study guide on how Do not include study guides or
to use the materials and how study guidance
to study by oneself
Include study tips (e.g. on note- Do not include study tips
taking)

1
Comparison Between
DL Materials/FL Module and Textbooks
DL Materials/FL Modules Textbooks
Include diagrams and pictures Include diagrams and pictures

Include numerous activities Have few or no activities

Provide feedback answers Do not provide feedback

Are tightly structured Are more loosely structured

Address the learners as “you” Use passive language

2
Comparison Between
DL Materials/FL Module and Textbooks
DL Materials/FL Modules
Have a generous layout
Have as audience the
individual learner
Attempt to meet all the needs
of the learner
Include Reflection Guides
Textbooks
There is no space for learners to
write in
Serve a dual audience: the
learner and the teacher
The learner has a teacher who
will be able to amplify the
printed text
Do not provide reflection guide
3
PARTS OF A LEARNING MODULE
1. TITLE
2. COURSE OVERVIEW
3. LIST OF CONTENTS
4. COURSE GUIDE
5. LEARNER’S GUIDE
6. CONTENT DISCUSSION
7. REFERENCES
Course Guide
It guides students on how to
go about the course, gives
them a clear picture of what
to expect and what they need
to do to successfully pass the
course.
STUDY SCHEDULE
WEEK Topic Learning Outcomes Activities
MODULE 1:
LEARNING PLANS IN THE CONTEXT OF THE 21ST CENTURY

1 Unit 1: The K to 12 Curriculum Framework

August 3-5, 2020 1. Discuss the salient features of the K to 12 Curriculum Engage: Knowing Myself
requiring ICT-pedagogy integration skills Explore: Analyzing the Salient
2. Analyze the learning competencies of every year level Features of the K to 12 Curriculum
according to the field of specialization of the pre- Explain:
service teachers a. Introducing the TTL 2 Course
3. Examine some units in the curriculum guide with b. Setting My Goals for this Course
focus on the development of 21st century skills Elaborate: Doing My Role as
Curricularist
Evaluate: Assessing my
Understanding of the K to 12
Framework
August 23-25, 2020 Do Grade Quiz
Finalize Assignment 1: ICT-Integrated Learning Plan
Source: Espique, F. Writing Effective Teaching Module (Webinar). Saint Louis University, Baguio City.
Learner’s Guide The key to successfully finish this module lies in your hands. This
module was prepared for you to learn diligently, intelligently, and
independently. Aside from meeting the content and performance
standards of this course in accomplishing the given activities, you will
be able to learn other invaluable learning skills which you will be very
proud of as a responsible learner. The following guides and the house
rules will help you further to be on track and to say at the end of the
module, “I did well”

1. Schedule and manage your time to read and understand every part
of the module. Read it over and over until you understand the
point.

2. Study how you can manage to do the activities of this module in

consideration of your other courses. Be very conscious with the
study schedule. Post it on a conspicuous place so that you can
always see. Do not ask about questions that are already answered
in the guide.

Source: 3. If you did not understand the readings and other tasks, re-read.
Espique, F. Writing Effective Teaching Module Focus, if this will not work, engage all possible resources
(Webinar). Saint Louis University, Baguio City.
Content Discussion
MODULE 1 – Title
Introduction – (What the module is about)

Unit 1- Title
Learning Outcomes

ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
5E Example: Science
The 5E Model was initially developed for science Instruction. This model is embedded in the Next Generation
Science Standards (NGSS) as the best way for students to think scientifically. In one 5 E instructional model, using
software, students design and then build an amusement park ride.
Engage: Show video clips of different roller coaster rides and the riders’ reactions. Students can describe personal
experiences riding roller coasters and brainstorm the reasons that roller coaster rides are thrilling.
Explore: Students construct an accelerometer and then test it by having a student sit on a swivel chair and spin
while holding the accelerometer. They will use data to calculate the g-force and the independent variable (mass
of each student).
Explain: Students access different amusement park websites to review the specifications in workbooks that detail
the roller coasters in the park.
Elaborate: Students use roller coaster software to aid them in a roller coaster design using free software on these
sites: No-limits Coaster software, Learner.org, Real Rollercoaster Simulator. Students will consider the
question, How do the rules of mathematics and the laws of physics govern the designs of engineers?
Evaluate: Students show their understanding of roller coaster science by calculating the velocity, g-force, and
centripetal force. Students also write about them turning their calculations into narrative descriptions
(commercials) to explain how their design is calculated for thrills.

Source:
Bybee, Rodger W., et al. "The BSCS 5 E Instructional Model: Origins and Effectiveness." A report prepared for the Office of Science Education, National Institutes of Health.
5E Example: Math
In a 5 E model for math, for example, a unit on rational numbers coming from mathematical and real-world
situations could include converting between standard decimal notation and scientific notation.
Engage: Students are given cards with rational numbers and asked:
Where do you think that number should go on a number line?
Do you think it could be placed in more than one place?
Explore: Students use cards to order, match, and compare the rational numbers.
Explain: The teacher provides examples of times people may use Scientific Notation; students practice organizing
cards using what they know about Scientific Notation.
Elaborate : Students try out their new understanding of rational numbers.
Evaluate: Students create a visual representation to organize and display the relationship between sets and
subsets of numbers.
Teachers can use the evaluate stage to determine how well students can use scientific notation and convert
numbers in scientific notation to standard decimal notation.

Source:
Bybee, Rodger W., et al. "The BSCS 5 E Instructional Model: Origins and Effectiveness." A report prepared for the Office of Science Education, National Institutes of Health.
5E Example: Social Studies
In social studies, the 5E method can be used in a unit that addresses forms of representative government.
Engage: Students take a poll that asks what criteria they would like in a representative government
Explore: Students explore different forms of representative governments including direct democracy,
representative democracy, presidential democracy, parliamentary democracy, authoritarian democracy,
participatory democracy, Islamic democracy, and social democracy.
Explain: Students define terms and determine which representative government best fits the criteria from
the poll.
Elaborate : Students apply what they have learned about representative government to real-world examples.
Evaluate: Students return to the information from the poll, adjust their criteria and then fashion a new form
of representative government.

Source:
Bybee, Rodger W., et al. "The BSCS 5 E Instructional Model: Origins and Effectiveness." A report prepared for the Office of Science Education, National Institutes of Health.
5E Example: English
The 5 E model can be used in a unit designed to help students better understand transition words
through visual and kinesthetic activities.

Engage: Students are handed transition words cards that they can act out (first, second,
after, later).
Explore: Students organize lists of transition words (by time, to compare, to contrast, to
contradict) and discuss how transition words change understanding when applied to
different passages.
Explain: The teacher corrects any misconceptions while students define terms, determine
what would be an excellent visual representation of a transition word and what body action
best represents that transition word.
Elaborate : In groups, students visually represent the transition word through visual or
kinesthetic means in new passages provided by the teacher.
Evaluate: Students share their representations and act them out.

Source:
Bybee, Rodger W., et al. "The BSCS 5 E Instructional Model: Origins and Effectiveness." A report prepared for the Office of Science Education, National Institutes of Health.
PARTS OF A LEARNING MODULE
1. TITLE
2. COURSE OVERVIEW
3. LIST OF CONTENTS
4. COURSE GUIDE
5. LEARNER’S GUIDE
6. CONTENT DISCUSSION
7. REFERENCES
Course Overview
List of Contents Course Guide
Learner's Guide
Module 1
Module Title
Introducti
on
Unit 1 Engage
Unit Title
Activity 1
Learning Outcomes:
 Explore Explain

Concept
[The concept should be concise but complete. If Concept
possible, concept notes should be presented in
both linguistic and nonlinguistic (e.g., graphic
organizers) modalities. Cite sources]
Activity 1

Activity 1
 Elaborate Evaluate

Activity 1 Activity 1
REFERENCES
Final Thoughts!

Design + Delivery = Learning

Thank you for listening!