UNIVERSITY OF CALOOCAN CITY

COURSE GUIDE
CAMARIN GRADUATE SCHOOL
I. COURSE TITLE : INSTRUCTIONAL APPROACH & TECHNIQUES
COURSE CODE :
PREREQUISITE : :
UNITS : 3 UNITS

II. COURSE PROFESSOR : DR. DULCE V. NOTARIO

EMAIL ADDRESS : dulce_notario0401@yahoo.com

III. CLASS SCHEDULE : Saturday 7:00am-1:00pm

Graduate School -CAMARIN

IV. COURSE DESCRIPTION

This course is designed to create a framework for your understanding of instructional strategies and their effective application in
the classroom. The is based and links to previously acquired knowledge in learning theories and evidence-based teaching. Participants will learn
to apply effective strategies that stimulate critical thinking and creativity, and promote cooperative learning. Applications of strategies will be
illustrated through hands-on activities.

V. COURSE EXPECTED OUTCOME (CEO)

After completing this course, learners should be able to:

1. Identify and apply sound instructional design principles to course development:

1.1. Identify effective design strategies and the tools that best enhance their application in the classroom.
1.2. Apply the tools to specific learning events.
1.3. Identify the learning theories that support the strategies.

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 UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
2. Identify the various strategies in active learning:
2.1. Identify collaborative learning principles and the research, theories, and approaches that support them.
2.2. Use the methods and strategies of collaborative learning in the classroom.
2.3. Identify and apply specific tools and technologies that enhance collaborative learning.
2.4. Apply principles of cooperative learning to project design and development in the classroom, at the program level, and in clinical settings.
3. Learn the principles of inquiry-based learning and their application in in the classroom:
3.1. Learn to design classroom instruction that will lead to learning through experimental and analytical methods.
3.2. Identify and apply specific tools and technologies that will lead to effective inquiry-based instruction.
4. Identify the principles of self-directed learning and their applications in the classroom:
4.1 Identify and apply various activities and resources, such as self-guided learning, participation in study groups, internships, electronic dialogues, and
reflective writing activities.
4.2 Identify and apply specific tools and technologies in the classroom to promote and encourage self-directed learning strategies.
5. Apply a needs assessment to identify which clinical performance gaps can be best addressed using healthcare simulation:
5.1 Select the most appropriate simulation modality for a course based on established learning objectives.
5.2 Discuss current best practices in simulation curriculum design.
5.3 Use a currently accepted model of debriefing in simulation scenario to facilitate participant learning.
6. Develop strategies and techniques related to just in time teaching and teaching at the bedside:
6.1 Learn advantages and challenges of teaching at the beside.
6.2 Apply effective strategies for improving just in time teaching.
6.3 Identify and apply tools and techniques to improve learning outcomes for just in time teaching.
7. Identify the various methods and models for technology enhanced instruction delivery:
7.1 Manage and facilitate a course using each of the three teaching and learning models.
7.2 Identify best practices of instruction for each model.
7.3 Identify and apply specific strategies and technologies for each model.
8. Identify different Learning Management Systems (LMS) their use and application in teaching:
8.1 Identify the new Smart Management Systems (SMS) and the implications they will have on online technology enhanced teaching.
8.2 Identify tools and technologies required to support an LMS.

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VI. COURSE PROGRAM
WEEK LESSON/ TOPIC
1 Instructional Design: Design
Strategies
TOPICS
1. ADDIE Model | Weaknesses of the
ADDIE model
2. Backward Design (Wiggins &
McTighe)
3. Conditions of Learning (Robert
Gagne)
4. Criterion Referenced Instruction
(Robert Mager)
5. Dick and Carey
6. Elaboration Theory
7. Instructional Systems Design ISD.
8. Integrative Learning Design
Framework for Online Learning
(Debbaugh)
9. Iterative Design
Spiral Model (Boehm)
Rapid Prototyping (Tripp &
Bichelmeyer)
10. Organizational Elements Model
(OEM) (Roger Kaufman)
UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
LEARNING OBJECTIVES METHODOLOGY/ STUDENT OUTPUT EVALUATION
ACTIVITIES TOOL
(Learning Platform)
(Synchronous/
Asynchronous
1. learn to apply sound instructional Watch Instructional Design Essay Test (All) Rubric
Video: ADDIE Model
principles to course design
https://www.youtube.com/watc
2. identify sound design strategies and h?v=3CQ2NyosVvs
the tools that best enhance their
application in the classroom Watch BACKWARD DESIGN
(Wiggins & McTighe)
3. be able to identify the learning
https://www.youtube.com/watc
theories that support the strategies h?v=QbKx_tG99ho
4. employ evidence-based teaching
methods to identify the research that Watch CONDITIONS OF
LEARNING (Robert Gagne)
supports the use of the instructional
https://www.youtube.com/watc
strategies introduced h?v=jBh5w8Dz0w0
Watch CRITERION REFERENCE
INSTRUCTION
(Robert Mager)
https://www.youtube.com/watc
h?v=UHWX1ZPcJHQ
Watch DICK and CAREY
https://www.youtube.com/watc
h?v=n1I2Ocn4bTU
Watch: ELABORATION THEORY
https://www.youtube.com/watc
h?v=MXBYIICVVSA
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11. Transactional Distance (Michael
Moore)
12. Dale’s Cones of Experience
13. Learning Styles
2 Instructional Design: Designs
and Tools for Effective
Instruction
TOPICS
1. Learning objects
2. Mobile learning
3. Usability testing
4. Storyboarding
5. Tools and technologies for design
3 Active Learning Strategies:
Collaborative Learning
TOPICS
UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
Watch: INSTRUCTIONAL DESIGN
https://www.youtube.com/watc
h?v=w0iQgStGND4
Watch: INTEGRATIVE LEARNING
https://www.youtube.com/watc
h?v=VrRTqawSIno
Watch: ITERATIVE DESIGN
https://www.youtube.com/watc
h?v=Rnsk5lA52ps
Watch: TRANSACTIONAL
DISTANCE
https://www.youtube.com/watc
h?v=Qph1gbQhK_8
Watch: DALE’S CONES OF
EXPERIENCE
https://www.youtube.com/watc
h?v=p-eSxgRetvk
Watch: LEARNING STYLES
https://www.youtube.com/watc
h?v=0onG1OUTUWk
1. identify tools for effective instruction Webinar: Online Reporting Soft copy of the report (one’s choice of learning Rubrics
2. learn to apply the tools to specific or Discussion through platform for reporting) (assigned reporters
learning events (zoom/goggle meet) only)
3. apply their knowledge of design to
effectively use open source and
proprietary tools
1. identify the various strategies in Webinar: Online Reporting Instructional Design Plan (Groupings) Rubric
active learning or Discussion through
2. identify collaborative learning (zoom/goggle meet)
principles and the research, theories,
and approaches that support them
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1. What is active learning: theories
and approaches
2. What are the strategies involved
3. Collaborative learning: effective
teaming, small group collaborative
learning, large group collaborative
learning, Project and case-based
collaborative learning, interactive
and media enhanced collaborative
learning
4 Active Learning Strategies:
Collaborative Learning and
Case Studies
TOPICS
1. Using case studies effectively in
instruction
2. Creating complex and engaging case
studies
3. Using case studies as an individual
and a collaborative activity
4. Tools and technology for effective
case study delivery
5 Active Learning Strategies:
Inquiry-Based Learning
TOPICS
1. Inquiry-based learning theories:
Experimental and analytical
approaches to teaching and learning
2. Design methods for inquiry-based
learning
3. Technologies used to enhance the
delivery of inquiry-based methods
UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
3. use the methods and strategies of
collaborative learning in the
classroom
4. identify and apply specific tools and
technologies that enhance
collaborative learning
1. use case studies to enhance learning Research/Create a case Collaborative Learning Case Study Rubric
outcomes. study use in instruction or (Groupings)
2. apply general strategies to: a collaborative activity
a. identifies teaching goals using tools and technology
b. identify how students will work for effective case study
on the case-individual vs. delivery.
collaborative
c. design cases that are increasingly
complex to raise deep engagement
1. learn the principles of inquiry-based Make a sample lesson plan A Lesson Plan Sample of Inquiry-based Rubric
learning and their application in the of Inquiry-based Teaching- Teaching-Learning and their application in the
classroom Learning and their classroom (Groupings)
2. learn to design classroom instruction application in the
that will lead to learning through classroom
experimental and analytical methods
3. identify and apply specific tools and
technologies that will lead to effective
inquiry-based instruction
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6 Active Learning Strategies:
Self-Directed Leaning
TOPICS
1. Self-directed learning theories and
approaches
2. Design methods for self-directed
learning
3. Activities and resources in self-
directed learning
4. Technologies used to enhance the
delivery of self-directed learning
methods
7 Delivery Methods: Web-
Enhanced, Blended, and
Online
TOPIC
1. The three models of instruction
delivery
2. Best practices for each model.
Learning Styles
3. Course design and management for
each model
4. Strategies for teaching in each model
5. Technology and tools designed to
enhance instruction delivery
6. Synchronous vs. asynchronous
instruction and tools
8 Learning Management Systems:
Effective Applications
UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
1. identify the principles of self-
directed learning and their
applications in the classroom
2. identify various activities and
resources, such as self-guided
learning, participation in study
groups, internships, electronic
dialogues, and reflective writing
activities
3. apply and use specific tools and
technologies in the classroom to
promote and encourage self-
directed learning strategies
1. identify the various methods and
models for technology enhanced
instruction delivery
2. manage and facilitate a course using
each model
3. identify best practices of instruction
for each model
4. identify specific strategies and
technologies for each model
1. identify different Learning
Management
Systems (LMS), their use and
Make a Demo-Teaching Demo-Teaching using various activities and Rubric
using various activities resources/ apply and use specific tools and
and resources/ apply and technologies in the classroom to
use specific tools and promote and encourage self-directed learning
technologies in the strategies (assigned reporters only)
classroom to promote and
encourage self-directed
learning strategies
(use any platform of your
choice)
(Online discussion about
the demo-teaching,
suggestions/recommendat
ions will be done after the
presentation)
Webinar: Online Reporting Make your own synchronous and Rubric
or Discussion through asynchronous instruction and tools of your
(zoom/goggle meet) own choice of subject (assigned reporters
only)
Webinar: Online Reporting Teaching Project & PowerPoint Presentation Rubric
or Discussion through Video/ media Presentation (All)
(zoom/goggle meet)
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TOPIC
1. What is a LMS
2. What is a SMS
3. Content Management Systems
(CMS)
4. Tools designed to support a LMS
5. Adaptive Learning
6. Digital repositories
7. Digital Portfolios
UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
application in teaching
2. identify the new Smart Management
Systems (SMS) and the implication
they will have on online technology
enhanced teaching
3. effectively use tools and technologies
required to support an LMS

VII. SUGGESTED READINGS AND REFERENCES

1. Smith & Ragan: Instructional Design, Chapters 1 & 2
2. Dooley, Lindner & Dooley: Advanced Methods in Distance Education, Chapter
3.Dick & Carey: The Systematic Design of Instruction, Chapters 8 & 9
4.Koohang & Harman: Learning Objects & Instructional Design, Ch 7
5.Dooley, Lindner & Dooley: Advanced Methods in Distance Education, Chapter 8
6. Davis, B.: Tools for Teaching, Chapters 20, 21, 22, 23
7. Koohang & Harman: Learning Objects & Instructional Design, Chapter 11
8. Bastable S., B., et. Al. : Health Professional as Educator: Principles of Teaching and Learning, Chapter 11
9. Paul A. Kirschner, John Sweller & Richard E. Clark : Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of
Constructivist,
10.Discovery, Problem-Based, Experiential, and Inquiry-Based Teachi
11. Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education
12. Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second
edition), Oxford: Pergamon Press.
13. Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning ADEA Commission on
Change and Innovation in Dental Education
14. Bradshaw & Lowenstein: Innovative Teaching Strategies in Nursing and Related Health Professions, Chapters 22,
15.Bastable S., B., et. Al. : Health Professional as Educator: Principles of Teaching and Learning, Chapters 12 & 13

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 UNIVERSITY OF CALOOCAN CITY
COURSE GUIDE
CAMARIN GRADUATE SCHOOL
VIII. REQUIREMENTS OF THE COURSE:
 Attendance during webinars/online classes
 Discussion/Class Participation
 Reporting & Soft copy of the Online Reports (assigned reporters only)
 Sample Instructional Design Plan (Groupings)
 Research Work: Collaborative Learning Case Study (Groupings)
 A Lesson Plan Sample of Inquiry-based Teaching-Learning and their application in the classroom (Groupings)
 Demo Teaching (assigned reporters only)
 Sample of Synchronous and Asynchronous Instruction (assigned reporters only)
 Teaching Project & Powerpoint Presentation Video/Media Presentation (All)
 Essay Test
 Midterms/Finals

IX. GRADING SYSTEM

 Attendance during webinars/online classes 5%
 Discussion/Class Participation 5%
 Reporting & Soft copy of the Online Reports (assigned reporters only) 5%
 Sample Instructional Design Plan (Groupings) 10%
 Research Work: Collaborative Learning Case Study (Groupings) 10%
 A Lesson Plan Sample of Inquiry-based Teaching-Learning 5%
and their application in the classroom (Groupings) 10%
 Demo Teaching (assigned reporters only) 5%
 Sample of Synchronous and Asynchronous Instruction (assigned reporters only) 5%
 Teaching Project & Powerpoint Presentation Video/Media Presentation (All) 15%
 Essay Test 5%
 Midterms/Finals 20%
TOTAL 100%

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