Republic of the Philippines

Department of Education
Region V
Colegio De Sta. Monica of Polangui
Polangui, Albay

TRAINING PLAN FOR TEACHERS AND OTHER RELEVANT PERSONNEL FOR THE
IMPLEMENTATION OF MODULAR DISTANCE LEARNING

“Good teachers matter.” Measures of teacher preparation and certification are by far the
strongest correlates of student achievement in all subjects.
“No Learner Left Behind”

There are qualities listed. And the process of developing good teachers is not as
straightforward as simply blending these ingredients together. Nonetheless, five inputs
continually figure throughout the research categorizing good teachers (Darling-Hammond &
Bransford, 2005; OECD, 2008). Each is discussed below:
1. Content Knowledge. Good teachers have strong knowledge of their subject matter.
2. Structured Instructional Approach. Good teachers adopt a structured, planned
approach to instruction.
3. Pedagogical Content Knowledge. Teachers’ preparation in content and pedagogy is
associated with teaching practices, which in turn influence achievement.
4. Knowledge of how students learn. Teachers with a good understanding of child
development and learning are more likely to be effective in the classroom.
5. Efficacy. Many studies (OECD, 2008) have found a positive relationship between
teachers’ beliefs about their efficacy and student achievements in core academic
outcomes.

Creating a Learning Module

 This first step creates an empty shell.

As a pedagogical design, the Learning Module is not a textbook. It is not a syllabus. It is not a
lesson plan. And it is all of these things, or it does the job of all of these things, but does all these things
differently.

A Learning Module offers three modes of interaction with

and between students:
1. Updates that can be pushed into the student’s activity
stream, including a wide range of multimedia formats.
Each update prompts comments from students and class
discussion.
2. Projects, including instructions to students and a rubric
for peer, self and/or teacher review.
3. Surveys, including knowledge surveys that anticipate
right and wrong answers, and information surveys that
do not have right or wrong answers (such as an opinion
survey).
Designing modules is a great privilege, but also a
responsibility. It can be difficult, when starting out designing modules, to know where to begin. For me,
there are three key things to think about when designing a module which you can apply to any teaching
subject.
1. Be clear about the module purposes and aspirations for student participants and communicate
these to students.

It’s important to have clear, achievable goals or outcomes for your module. What do you want students
to know, understand and/or be able to demonstrate after they complete your module? We would
usually call these aims learning outcomes or objectives. Learning outcomes are statements of what
skills, knowledge, or learning a student will have once they have completed the module.

2. Make sure your module is constructively aligned (the learner actively constructs their own
understanding and all teaching and assessment is aligned with the intended outcomes).

A successful module is one in where the stated learning outcomes or objectives align with teaching
activity and assessment (what has been called constructive alignment). In other words, in the context of
the learning outcomes, what learning activities do you want your students to engage with? What kinds
of activities would lead to achieving the learning objectives? What content will be needed to achieve
learning outcomes? What support will the learners need to achieve the learning outcomes? What is the
best way to assess how far students have achieved the learning outcomes? How might you review or
evaluate the course to find out if it has successfully aligned learning outcomes with activity and
assessment?

3. Considering the course in context (department, institution, sector).

Finally, it’s important to think about what might affect the design of a module in your context. This is
likely to change the way you think about designing outcomes, learning activities, and assessment. Think
about:

 The type of course (How long is the course? How many students? What level (e.g.
undergraduate or postgraduate)? What type of students (e.g. visiting students, practitioners)?
 The resources available (Who is involved? How are roles allocated? What administrative support
is available?)
 Your disciplinary context (how is the subject normally taught in your discipline? Are there any
broader structures to consider (e.g. professional bodies that accredit courses)?
 National and legal requirements (Equality and diversity legislation; UK academic infrastructure
and internal requirements).

And for some requirements. Every teacher in our school required to watch the replay webinar
conducted by different organization and DepEd to scoop up and familiarized how to create, plan, ask
themselves why to create a learning modules for the students.
 Republic of the Philippines
Department of Education
Region V
Colegio De Sta. Monica of Polangui
Polangui, Albay

Training Plan for Teachers and Relevant Personnel for the implementation of Modular Distance Learning.

Youtube Replay Webinar

TOPIC: Module Making: Designing and Creating MELC-compliant Modules

URL: https://www.youtube.com/watch?v=pUkkzGxxQVQ
THEME FACILITATOR/WEBINAR SPEAKER
SESSION 1 Adaptive Learning Design Joseph Delos Santos
SESSION 2 Content Auditing Module Pacing and Engagement Franco Nicolo Addun
SESSION 3 Module for Distance Learning Angelo Mallare

TOPIC: DepEd LMS Training for Teachers

URL: https://www.youtube.com/watch?v=Lj7ETt0LU18
THEME FACILITATOR/WEBINAR SPEAKER
SESSION 1 DepEd LMS Training for Teachers Jemboy A. Valloso