LEARNING EPISODE 10

SPARK Your Interest

This Episode centers on the. guiding principles in the selection and use of teaching methods. It
will also tackle lesson development in the OBTL way. -The K to .12 curriculum and teacher
education curriculum are focused on outcomes, standards and competencies. This means that
lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 identify the application of some guiding principles in the selection and use of teaching
strategies.
 determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
 identify the Resource Teacher's questioning and reacting techniques.
 outline a lesson in accordance with outcome based teaching-learning.

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.

Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to 12
Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been
ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency Standards-Based teaching and Assessment. CHED requires all higher education
institutions in the country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012.
Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-learning process.
It is equivalent to competency-based and standards-based teaching and learning in the Kto12
Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, in OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching-learning activities (TLAs) and also the assessment tasks (ATs)
you will have to use to find out if you attained your ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities we use
to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new They are importantly new. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.

Types of Questions that Teachers Ask

1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent /Open-ended/High-level Open-ended; has more than one acceptable
/Higher- order /Conceptual answer
a. evaluation
b. inference e.g. When the phone rang and Liz picked it
up; she was all smiles. What can you infer
about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing Corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right"
OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________

OBSERVE

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
2. Learning is an active process.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase
retention and learning.
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when it is
connected to students' everyday life.
7. An integrated teaching approach is far
more effective than teaching isolated bits of
information.

ANALYZE
What is the best method of teaching? Is there such a thing?

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________
OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ ILOs? Explain your answer.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

REFLECT
Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Examples of Questions that the Resource
Types of Question
Teacher Asked
1. Factual /Convergent/Closed /Low-level
2. Divergent /Open-ended/High-level
/Higher- order /Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman. once said: "Children go 'to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?

REFLECT
Reflect on
The importance of using various reacting techniques

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at 1 two
teachers on their thoughts on OBTL.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.

2. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. In OBTL, upon which- should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible

LEARNING EPISODE 11
SPARK Your Interest
With the lightning speed by which technology is evolving, and now with 4.0, technology
continues to be an ever significant part of the learning environment. This episode provides an
opportunity for students to examine a Learning Resource Center or Multi-Media Center and
learn about its collection, services, equipment, observe how a teacher utilizes technology for
instruction, and explore resources in, the virtual learning environment. Students will analyze, and
reflect on how technology, including artificial intelligence, supports the teaching-learning
process.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 identify and classify learning resource materials in the multi-media center;
 show skills in the positive use of ICT to facilitate the teaching-learning process (PPST
1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning
resources, including ICT to address learning goals (PPST 4.5.1);
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals based on the
PPST (PPST 7.5.1).

REVISIT the Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)

The Information and Communications Technology Competency Framework for Teachers

(ICT CFT) version 3 is a comprehensive framework guide teachers' development on the effective
and appropriate use of ICT in education. It highlights what teachers should know and do
clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and
Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration,
and 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher
Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely
you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 'framework as you work in this
episode e activities here are meant for you to observe, analyze and reflect about the competencies
discussed in the framework. (Access it at
https://www.open.edu/openlearncreate/pluginfilephp/306820/mod_resource/content/2/UNESCO
%20ICT%20Competency%20Framework%20V3.pdf)

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has evolved.
Some of the names are Audiovisual Center, Media and Technology Resource
Center, Teaching-Learning Technology Department, or Simply Learning
Resource Center.

2. With the swift development of ICT, the natural outcome was the ever-expanding
interface between the traditional library and ICT both in terms of hardware and
software systems and applications.

3. Schools may have different set-ups when it comes to a Learning Resource Center
('LRC), Some have replaced the term library with LRC. Some have a separate
library, LRC, and Audio Visual or Media Center. Some only have the LRC both
for teachers and students. Still some have combined their learning resource
centers with maker spaces.

4. The common purpose among these centers is to provide print, audio-visual and
ICI' resources to support the teaching-learning process

5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the
students, teachers, and the school community.

6. In order to support the philosophy and aims of the school, the Center must fulfill
the following functions: center of resources, laboratory of learning, agent of
teaching, service agency, coordinating agency, recreational reading center, and a
link to other community resources

Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to
define and evaluate technology integration. It will provide you direction and guide you in the
process of achieving effective teaching with technology. The teacher's integration of technology
in instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion
and finally transformation.
The teacher also works at creating a learning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning environment
are being active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and,
the 'Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcitustedu/matra/ matrix.php

Observing technology integration in the classroom

Technology Levels of Technology Integration into the Curriculum
Integration Matrix
Entry: The teacher Adoption: The Adaptation: The Infusion: The Transformation: The
uses technology to teacher directs teacher encourages teacher creates a teacher creates a
deliver curriculum students In the adaptation of tool- lemming rich learning
content to students. conventional use of based software by environment that environment in
tool-based software. allowing students to Infuses the power of which students
If such software Is select a tool and technology tools regularly engage In
available, this level modify Its use to throughout the day activities that would
Is the recommended accomplish the task and across subject have been
entry point. at hand. areas. Impossible to
achieve Without
technology.
Active: Students are Students use Students begin to Students have Throughout the Given ongoing
actively engaged in technology for drill utilize technology opportunities to school day, students access to online
using " technology and practice and tools to create select and modify are empowered to resources, students
as a tool rather than computer based products, for technology tools to select appropriate actively select and
passively receiving training example Using a accomplish specific, technology tools and pursue topics
Information from word processor to purposes, for actively apply them beyond the
the technology. create a report. example using to the tasks at hand. limitations of even
colored cells on a the best school
spreadsheet to plan a library.
garden.
Collaborative: Students primarily Students have Students have Throughout the day Technology enables
Students use work alone when opportunities to opportunities to and across subject students to
technology tools to using technology. utilize collaborative select and modify areas, students collaborate with
collaborate with tools, such as email, technology tools to utilize technology peers and experts
others rather than in conventional facilitate tools to facilitate Irrespective of time
working ways. collaborative work. collaborative zone or physical
Individually at all learning. distances.
times.
Constructive: Technology is used Students begin to Students have Students utilize Students use
Students use to deliver utilize constructive opportunities to technology to make technology to
technology tools to information to tools such as graphic select and modify connections and construct, share, and
build understanding students. organizers to build technology tools to construct publish knowledge
rather than simply upon prior assist them in the understanding to a worldwide
receive Information. knowledge and construction of across disciplines audience.
construct meaning. understanding. and throughout the
day.
Authentic: Students Students use Students have Students have Students select By means of
use technology tools technology to opportunities to opportunities to appropriate technology tools,
to build complete assigned apply technology select and modify technology tools Co students participate
understanding rather activities that are tools to some technology tools to complete authentic in outside-of-school
than simply receive generally unrelated content-specific solve problems tasks across projects and
information. to real-world activities that are based on real-world disciplines problem-solving
problems. based on real-world issues. activities that have
problems. meaning for the
students and the
community.
Goal Directed: Students receive From time to time, Students have Students use Students engage in
 Students use directions, guidance, students have the opportunities to technology tools to ongoing
technology tools to and feedback from opportunity to use select and modify set goals, plan metacognitive
set goals, plan technology, rather technology to either the use of activities, monitor activities at a level
activities, monitor than using plan, monitor, or technology tools to progress, and that would be
progress, and technology tools to evaluate an activity. facilitate goal- evaluate results unattainable without
evaluate results set goals, plan setting, planning, throughout the the support of
rather than simply activities, monitor monitoring, and curriculum. technology tools
completing progress, or self- evaluating specific
assignments without evaluate. activities.
reflection

(Reproduced with permission of the Florida Center for Instructional Technology, College
of Education, University of South Florida, fcit.usf.edu)

Evaluation of ICT Resources

The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like websites, webquests, blogs,
social network sites, on-line courses, a wide range of tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only
to search for information but to make decisions, as to which ones you will take and use and
which ones you will put aside. Aim to develop your skills in evaluating interne resources. You
will be able to choose the best resources that will help you attain your teaching-learning
objectives.

Below is a set of criteria which you can use to evaluate resources;

1. Accuracy. The resource material comes from a reliable source and is accurate,
free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches
what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be
able to use them.

5. Motivation. The resource is engaging and rewarding to learners. It will encourage

the active participation of the learners.
6. Organization. The resource. is logically sequenced. It clearly indicates which
steps should be taken. The procedures or processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe
(2003). A Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers
and an Exploration of User Behaviors. Journal of Technology and Teacher Education. 11(1), 21-
51).

Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, businesses and consequently how we teach and learn. The following Technology
trends have huge potential to transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching and
learning that do not require payment of royalties nor license fees. There is an abundance of
OERs in the form of textbooks course materials, curriculum maps, streaming videos,
multimedia apps, podcasts, and many others. They can have a significant impact on
education as they are made available and easily accessible in the internet. Be sure to explore
them to help you' work on this episode.

2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as facebook, twitter, Instagram provide a
virtual venue for teachers and learners to work together interact among themselves and with
other classrooms locally and globally.

3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one who
sends the most number of text messages per day. This indicates the high number of mobile
device users. These devices can also be used as a learning tool by allowing teachers and
students more opportunities to learn inside and even outside the classroom.

4. The Internet of Things. IoT is a system of computing mechanisms that become built-in into
many everyday things, that allow sending and receiving data through the internet. A lot of
things have turned "smart." We have smart cars that can navigate on its own. Smart houses
that monitor temperature and light. Smart TVs that interface with the internet. Watches that
send our vital signs to our doctors. All of these development can influence the way we teach
and learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or

machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near samples
of AI. Among others,- uses of AI in education can be in the areas of gamification and
adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by _a

computer program that allows a person to visit and experience the environment virtually. In
AR, images from computer programs interlay with the actual views of the real-word,
resulting in an extended, expanded, or altered view of a real-world environment. . In
education, among others, VR and AR programs and apps allow more exciting ways of seeing
and experiencing things that add to the motivation and engagement of learners

7. Big Data. Through the billions of interactions and transactions are done electronically, and
through the internet, an enormous amount of data is generated and stored. The challenge is
how to make sense of this data, through analytics and research, possibly answer pertinent
questions about how to make teaching and learning most effective.

8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today,
there are learning programs that introduce coding activities as early as kindergarten. Robotics
programs in the elementary and secondary programs introduce and hone the skills of young
 learners. Coding helps learners develop novel ways of exploring and trying out ideas,
especially when done with problem or project-based learning approaches.

9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is
changing and impacting our lives. Through all this, It is crucial to ensure that human values
and principles govern or guide our use of technology. Ethical practices that protect the rights
of every person need to be upheld.

Massive
Open
On-line
Courses

Massive
Open
On-line
Courses

(MOOCs) are online courses open to a big group of people. Below are the basic information
about MOOCS. Let us focus on each word:

Massive
  MOOCs are on-line courses designed for large number of participants, usually larger than
the number of students that can fit a regular classroom. There can be hundreds or even be
a thousand students or more.

Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have internet connection. •
Courses are open to everyone without entry qualifications.
 Some courses are for free.

Online
All aspects of the course are delivered online
.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media
and animation
 Facilitation interaction among peers. Builds a learning community through opportunities
to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to
be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0

There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will
have a chance to explore them as you go through this Episode.

OBSERVE, ANALYZE, REFLECT Visiting the Learning Resource

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________

To realize the Intended Learning Outcomes, work through these steps:

 1. Visit a school's Learning Resource Center. Look around and see facilities are available
inside.
2. Ask the learning Resource Center in-charge about how some equipment or facilities are
used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.

OBSERVE

As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center staff courteously.

An Observation Guide for a LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center
(if allowed).

After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Center Observed: ________________________
Date of Observation: _____________________________
Name of Observer: ______________________________
Course/Year/School: _____________________________

List of Available Learning Resources

Available Learning Characteristics and Unique Teaching Approaches

Resources (Enumerate in Capabilities where the Resource is Most
bullet form) Useful
1. Print Resources

2. Audio Resources

3. Non-electronic Visual
Resources
 4. ICT Resources

Impression about the LRC:

Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge”

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

ANALYZE

Are the learning resources/materials arranged properly according to their functions and
characteristics?

Do the guidelines and procedures facilitate easy access to the materials by the teachers? 'Why?
Why not?

What are the strengths of this Learning Resource Center?

______________________________________________________________________________

What are its weaknesses?

What suggestions can you make?

REFLECT
1. Which of the materials in the Learning Resource Center caught your interest? Why?
___________________________________________________________________________

2. Which gadgets/materials are you already confident to use/operate?

3. Which one do you feel you need to learn more about?

OBSERVE, ANALYZE, REFLECT

Activity 11. 2 Observing Technology Integration in the Classroom

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________

To realize my Intended Learning Outcomes, I will work my way through these steps:
Step 1. Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated the lessons and how the students were involved. Step 3. Use the
Technology Integration Matrix to analyze the technology integration done by the teacher. Step 4.
Reflect on what you have learned.

OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.

Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the materials? Are they looking towards the direction of the teacher
and the materials? Do their actions show attentiveness, eagerness, and understanding?

OBSERVATION SHEET NO.

REPORT

Date of Observation__________________________________________
School_____________________________________________________
Subject_____________________________ Topic_________________
Grade/Year Level____________________________________

UTILIZATION OF TEACHING AIDS FORM

 Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Beef Description of Teaching Approach Used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used

Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p.123. In which level of technology integration do you think the teacher
you observed operated? Why?

Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.

Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
______________________________________________________________________________

REFLECT

1. Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you would teach the same lesson to the same group of students? Why?

OBSERVE, ANALYZE REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________
OBSERVE

Explore the Education 4.0 through these steps: 1. Observe a class and take note of the topic
being presented. 2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Ski, Alexa; 3. List and describe at least 5
sites/interactive programs; 4. Evaluate the materials or programs; 5. Reflect on your FS
experience.

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's objectives?

2. Note the important concepts that the teacher is emphasizing.

3. Note the skills that the teacher is developing in the learners.

ANALYZE

Analyzing the information you got from observing the class, surf the internet to select electronic
resources, including OERs, social networking sites, and apps with virtual or augmented reality
that will be useful in teaching the same lesson. Evaluate the resources your found, using the set
of criteria discussed in the Revisit the Leaning Essentials part of this Episode. Use the form
below to note your analysis and evaluation.

Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic (Based on the
class you observed)
Lesson Objective/Learning
Outcomes
Name and Describe the electronic Put a check if the resource satisfies the criterion Describe
Type of resource (include how you
Electronic author/publisher/source can use if
Resource ) you were
teach in
the class
you
observed
Accurate Appropriat Clear Complete Motivatin Organized
e g

REFLECT
1. Describe your class? What made it easy? difficult? experience in surfing the internet for
appropriate electronic resources for the class? What made it easy? Difficult?
 2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for
your work as a teacher? Why?

3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?

OBSERVE ANALYZE, REFLECT

Activity 11. 4 Professional Development Through MOOCS

Resource Teacher: ________ Teacher's Signature: _________ School: ____________

Grade/Year Level: ___________ Subject: ___________________ Date: ____________

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to PPST
domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identi-: fled.
You may try these sites:
 http://vvww.teachthought.corn/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curemoocS-best-teachers-free-online-courses. shtml
 http://www. forbes com/sites/skollworldforum/2013/06/10/mo ocs-for-teachers-theyre-
learners-too/
 https://www.mooc-list.comicategories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different-MOOC
providers to explore their MOOCs.

PPST Domain Competencies I want MOOCs related to MOOC Provider

 to work on the competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development

ANALYZE

From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2. MOOC Title Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

3. MOOC Title Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?

2. What did You learn from the way the providers use technology to teach in the MOOCs?

3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well-documented, and pictures and diagrams
are properly labeled. She is also checking that there are no misspelled words nor
grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy

2. Miss Castro 'is evaluating an early literacy app for her kindergarteners. She is making-
sure the app is uncluttered in appearance, is arranged in some order of difficulty, and that
icons represent what they were intended to represent. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness

3. Miss Tanada. is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this app will
help meet her objectives. She wants to make sure it is not too easy nor too difficult for
her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
 C. Currency
D. Appropriateness

4. A Science teacher uses a powerpoint presentation to show the classification in kingdom

Animalia. The teacher then teaches them how to use a soft-ware in making graphic
organizers. Students then use this to create their own graphic organizers to classify
animals. This shows technology integration which is _______.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive

5. Teacher A demonstrates how to work with a math app that provides practice in adding
mixed fractions. The students then work independently with the app to provide them
sufficient practice in adding mixed fractions. This shows technology integration which
is________.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive

6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campuses in Visayas and Mindanao.
They will create posters and a video clip to communicate a message about peace. They
will use social media to spread their peace campaign. This project involves technology
integration which is________.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive

7. All are responsibilities of the Learning Resource/Audio-Visual/Educational Technology

Center of a school EXCET _________
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students' technology project for them

8. The Learning Resource / Audio-visual / Educational Technology Center regularly

provides the teachers list of websites, apps and instructional materials available in the city
which arc relevant to the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
 9. The Learning Resource / Audio-visual / Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

10. MOOCs arc considered massive because

A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts

11. MOOCs arc open because

A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the
interact
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester

12. MOOCs arc considered as a course because

A. they have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor's degree
D. they are graded

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.

2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional

materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here.
Indicate how they might be useful considering your major or area of specialization.

3. Visit www.edudemic.com/50-educationtechnology-tools-everyLteacher-should-lcnow-
abouv
4. Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher

5. Visit edtechteacher.org. This a treasure box for you. Explore and share what you. learned.

6. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?