NAME: ESTELA MARIE D.

DIUYAN

SECTION: BTLED-IA-2

SUBJECT: BTLE 108

UNIT 1: 21ST CENTURY

Activity # 1

TOPIC:

Unit 1. Using ICT in Developing 21st Century Skills/ICT in the 21st Century
Skills

OBJECTIVE:

Analyze TLE learning plans in the context of 21st century skills.

INSTRUCTION:

Analyze the TLE learning plan presented. Give your feedback and
suggestion on how to apply and develop the 21st-century skills in the given
lesson plan.

1. Information, Media, and Technology Skills.

 In making a lesson plan there is always a way on how you make and what
are those that you would apply to it. Information is given in the lesson plan
that was made. Through this information you already know what the
information will be and how you apply to make a lesson plan. Media also
apply and you need to apply it. Examples of media are television or print
materials. This is the use of television in the lesson plan if we are going to
demonstrate. In the lesson plan television was indicated and applied. In
this type of IT information, media and technology skills are applied to what
lesson plans are made.
2. Learning and Innovation skills.
 In the application learning and innovation skills applied by which in the
lesson plan, teachers are able to discuss what is in the lesson plan. With
that, students are able to manage a question by which learners define
those problems based on what they want to ask. Teachers are also able
to manage his/her students in a way that he/she should call a student, ask
and also answer.
3. Life and Career Skills.
 In LP life and career skills are also applied in the lesson plan made, like
having a responsibility. Even teachers and students have the responsibility
by which they are made to apply, even nowadays. Even if the teacher
gives a task and the students are responsible to do it and make it. They
are able to do their responsibility as a student.

4. Effective Communication Skills.

 In this lesson plan effective communication skills should be applied to the
lesson plan. And as we can see, communication is being applied in
Lesson plan. Effective communication and through this communication
they are able to participate. In which they are able to understand and by
that they should learn how to communicate. Effective communication
skills can always be applied.
ACTIVITY 2

TOPIC: SELECTION OF COMPETENCIES REQUIRING ICT INTEGRATION

OBJECTIVE:

Develop the TLE learning plans that develops 21 st century skills through ICT
Integration.

INSTRUCTION:

Improve the given lesson plan by integrating ICT. Write your improved lesson
plan in the space below.

Lesson Plan in TLE

I. OBJECTIVE

At the end of 60 minutes students are able to:

(a) Enumerate the 5 phase’s of 5s

(b) Define each 5’s and;

(c) Recognize the used of 5’s and also the benefits of 5s in workplace

II. SUBJECT MATTER

TOPIC: APPLYING THE 5’S IN YOUR COMPUTER

REFERENCE: K to 12 Education Curriculum – Technology and

Livelihood Education, Information and Communication Technology, p.72-75

MATERIALS: COMPUTER, LAPTOP, VISUAL AID, MARKER, PAPER

1. ACTIVITY (PRE- 5-10 MINUTES)- the teacher will group the students into 5

groups and each group are going to pick which is the teacher make a roll of

paper and write down the 5’s and with that they are able to pick. Each group
will

able to discuss and pick two participants to define and explain.

2. ANALYSIS-

A. What will happen to your computer if there are many unused files and
folders?

B. What are the possible effects of having unorganized files?

3. ABSTRACTION

( EXPLANATION) 40 MINUTES
clean, uncluttered, safe, and well organized to help reduce waste and
optimizeproductivity. It's designed to help build a quality work environment, both
physically and mentally.

( The students will be the one to explain the definintion of each 5’s based on the
activit. And with that, they are able to give each examples and the teacher are
able to guide students on how to make an example in the lesson. )

- to eliminate clutter and clear up space by removing things that don't

belong in the area.

Example: organize the files that is not useful in one folder.

- Seiton is a word that implies "orderliness." It uses what is known

everything in the right place for easy retrieval.

Example: if files are used, store them together.

- it is about cleaning

Example: you are able to clean your computer, keyboard to ensure the dust
that make your computer have it.

- maintaining the uncluttered, neat and clean condition that

you have achieved

Example: you have to find that new junk reapperas in no time. And then you
have to do Seiri again.

- the commitment and self- discipline

Example: make sure to used a computer with having a self- discipline on how
you are going to use it properly.

4. APPLICATION

The students will demonstrate the scenario given by the teacher about 5s.

III. EVALUATION ( ASSESSMENT) (5 MINS)

1.What are the 5 phases of 5s?

A. Shine, Shut-up, Sustain, Sort, Safe

B.Sweep, Sort, Standardize, Set-in-order, Self-discipline

C. Sort, Shine, Speak, Stand, Safe

D. Sort, Set in order, shine, Standardize, sustain

2.Which phase of 5s are you in when you clean machine, tools and sets?

A.Sort B. Set-in-order C. Shine

3.Which one is NOT a benefit of Shine?

A.Improved quality B. Happier employees C. Increased set-up time

II- True or False

4. 5s is easy to implement and sustain so you can enjoy the benefits forever.

5. 5s should only be implemented by only one person.

IV. ASSIGNMENT

WRITE ON LONG BOND PAPER AND SUBMIT IT ON MARCH 1, 2022.

 UNIT 2: DEVELOPING PROBLEM BASED AND
PROJECT BASED
ACTIVITY 3
 Nature of Problem Based and Project Based Learning

https://drive.google.com/file/d/1Qxcx5CIyFgvq9Zd2dNp_77nbNOwCbmw_/vie
w?usp=drive_web&authuser=0

ACTIVITY 4

 PROBLEM BASED TASK LESSON PLAN

Local Learning Goals: IDENTIFY THE PROBLEMS AND
THEIR EXPERIENCES IN DISTANCE EDUCATION DURING COVID- 19

Title: TLE STUDENTS PROBLEM FACE IN DISTANCE

EDUCATION DURING COVID-19
Grade Level/Course: GR-12

Estimated Time: 60 MINUTES

Pre-requisite Knowledge: ABILITY TO UNDERSTAND THE
PROBLEM THAT STUDENTS FACE RIGHT NOW IN A PANDEMIC
DAYS.
NCTM Standard(s) (shaded):
NCTM Number Algebra Geometry Measurement Data
Content & Analysis &
Standards Operations Probability

NCTM Problem Reasoning Communication Connections Representation

Process Solving & Proof
Standards

NCTM
Content
Standard
Goal(s)

Rigor and Relevance Framework (for high school only):

C D

A B

Materials Needed
Audio-visual: SLIDE PRESENTATION, PROJECTOR
Manipulatives:
 Technology/Software: COMPUTER, LAPTOP
Literature: Other: DEMONSTRATION

LESSON DEVELOPMENT

∙ LAUNCH

Throughout this pandemic that we encounter as students and Filipinos

there are some things that we encounter that makes us struggle. With this
there is an impact on students who are probably facing this kind of problem.
TLE students face problems in distance education during this pandemic. It
makes us have a problem in terms of this covid-19. Today we will know how
TLE students face distance education in times of Covid-19. Through this
problem students need to know more about the problem they encounter
nowadays. To motivate students we should have been motivating our
students in a way that they want to know what is our problem that we face
nowadays. Through also by engaging them . Until they will understand they
will understand what their knowledge is in terms of this kind of
problem which a Covid-19 pandemic. In this lesson or topic we know how
hard it is for us to face this kind of problem in facing distance education. We
don't know how to face this and also if we are able to encounter this and
how we could solve this problem in times of pandemic. Pandemic makes us
uncomfortable in a way that we are having some struggles in our studies.
This makes us have a problem. We as a students adjusting to this new
learning.po

∙ EXPLORE

Guiding Questions
Good Possible student Possible teacher
question to responses responses:
ask students: and actions: What will you do? How will
you respond?

1. The teacher the students the teacher observed,

will ask the possible response: the analyze students
students: answers to the following
Students 1: questions and give them
“What are some
the feedback:
problems that
you
 face in distance “The problem I face Teacher’s
education during during covid 19 is the lack of feedback
covid 19 financial support for mobile loads ∙ All of this
pandemic?” and poor signal.” problems that
you mention is
Students 2: the most
commonly faced
“Lack of gadgets to join the online during the
classes and I also struggle to pandemic
focus and learn online.”

2. The teacher will Students 1: ∙ We do not

ask the students: know
“My experience in what will happen
“What are your distance education tomorrow. Do
experiences in during the pandemic is that I can’t what you can do
distance education focus on today. Because
during covid 19 answering my modules and I tomorrow is
pandemic?” always say the mañana system.” another.

3. The teacher will Students 1: ∙ Inthat case

ask the students: you
“It really affects me can find or
“How does the because I don’t have complete borrow some
covid 19 pandemic equipment and tools to perform equipment from
affect your learning the your neighbors or
as TLE students? activity.” relatives.

Misconceptions, Errors, Trouble Spots

Possible students’ Teacher questions and actions to resolve
misconceptions, errors, or misconceptions, error or trouble spots:
potential trouble spots:

∙ Shallow understanding ∙ Theteacher will ask the students if they have

of the topic something to clarify regardless of the topic
∙ Only few of the given.
students are interested ∙ The teacher will ask the students if
in class they understand and the teacher will make
a further explanation on the topic.
∙ The teacher will ask some of the students a
question to make sure that the
students lessening to the teacher.

Key Ideas
Key ideas and Teacher strategies and actions to ensure that all
important points in students recognize and understand the key ideas and
the lesson important points (e.g., ask targeted questions, facilitate mini
summary, point out key points in the lesson, etc.):
 To have knowledge The teacher will ask students what they have learned
about food and understand in the discussion by means of summarizing
preservation and to it or pointing out the key points that they have
know how to understood. This will allow teachers to assess whether their
preserve food on students comprehended the lesson discussed earlier or
their own. not.

SUMMARIZE

Through this session, the activities show what they are able to know
about the topic. We are able to allow students to know what problems thus
covid 19 have. Distance education has always carried problems
especially nowadays in times of pandemic period. Based on the study is it
possible to investigate the problem faced by the teachers and parents in
distance education but as well as the students also. With this, we all know
how we faced this problem in times of having distance education, especially
in Covid 19 pandemic. And now for the closure we need to make a PPT
to discuss and with that to make some questions that students are able
to answer.

1. What is the impact if Covid 19 in distance education?

2. Is Distance education effective?
3. What have you learned based on the topic that is given.

MODIFY/EXTEND

Throughout the discussion the students are free to clarify on the things
they have understood and which they did not. The teacher will also ask
students questions if they comprehended the lesson. When the time came
for the kids to respond to my question. I took care to call on as of then,
rather than just a handful that raised their hands. This allowed me to
observe how the students are actively engaged in this learning about the
important points.
∙ CHECKING FOR UNDERSTANDING
At the end of the lesson, the teacher will be able to know if students understand
the lesson by giving an activity and measure their understanding through this
activity. So the teacher will be able to give an activity to test them if they
understand it. The teacher will discuss first and with that students are able to do
the tasks given.

By having a 3 pairing group teams they are able to understand and

also discuss the Tle students problem faced in times of Covid 19
pandemic. And with that they are able to look for 3 groups teams and
discuss it, each group of three should perform.

REFLECTION AFTER THE TEACHING LESSON

As I started my class, I felt nervous because I am not really used
to teaching students. However, as I observed my students I felt
happy because they are all excited to learn new things. They are
very much helpful, energetic and participative. They help me
overcome my shyness through their smiles. They also participate in
every activity I have given and to the discussion. I am happy
because throughout the course I have completed and given my
students the learning they deserve.
Therefore, teaching requires confidence and responsibility because
I am an educator, I will be the one who is responsible for the
learning of the students. As an educator, I should be responsible and
confident because I will be the one who guides the students in their
learning process. It is very important to be responsible because it is
our duty to ensure the students progress. Also, students will achieve
excellent experience and knowledge with the help of the teacher.
 UNIT 3: Productivity Software
Applications/Tools for teaching and
learning
ACTIVITY 5

OBJECTIVE:
Create student output using computer application programs as evidence of
learning

INSTRUCTIONS:
Do this by pair. Find out the teachers’ assessment of the different
productivity software they use in their instruction and other school-related
activities. Put your answers inside the boxes. At least 1 each product
software.

Productivity Teacher 1: Discipline Teacher 2: Discipline

Software
Word Name of Software:
Processing MICROSOFT WORD
Software
Assessment:
This is where you are able to
make reports and some are
activities that Microsoft word
used. The Microsoft Word
assessment is designed to ensure
that you are capable of doing the
activities required for the job you
have applied for. Formatting, file
management, printing, editing,
and the preparation of tables and
images are all common examples
of these activities.
Spreadsheet Name of Software:
software MICROSOFT EXCEL
Assessment:
allows users to organize, format
and calculate data with formulas
using a spreadsheet system.
Name of Software:
NOTEPAD
Assessment:
notepad is a basic text
editor that is built into
windows. It is excellent
for writing relatively
short text documents
that you want to save
as plain text.
Name of Software:
GOOGLE SHEETS
Assessment:
is an application that
enables users to
create, edit and format
spreadsheets online to
organize and analyze
information.

Presentation Name of Software: Name of Software:

Software MS POWERPOINT CANVA
PRESENTATION
Assessment: Assessment:
It is used to make a presentation It's a great tool not just
 in school or in the office. for creating
presentations, but also
for creating all sorts of
social media graphics.

Other Name of Software: Name of Software:

Productivity TOGGL G SUITE
Software Assessment: Assessment:
it has all the necessary features G suite is a collection
you need to track time against of business,
projects. The app also helps productivity,
improve productivity and get collaboration, and
things done on time. education software
developed and
powered by Google.

UNIT 5: ICT RESOURCES

CHECKLIST MAKING

DIGITAL RESOURCES

CRITERIA YES NO REMARKS

1. Digital resources furnish students with feedback.

2. Digital resources can generate a variety of learning experiences.

3. Digital resources are adaptable: students can pause fast-forward

or rewind them allowing their own favor.

4. Students can access them at any time.

5. Digital resources can be one of the tools in enhancing the

knowledge of the students in the 21st century.

6. Digital resources provide easy access to the knowledge of different courses.

NON DIGITAL RESOURCES

CRITERIA YES NO REMARKS

1.Non digital resources are still relevant to the 21st century.

2. Non-digital resources include textbooks and notes.

3. Using low technological supplies and materials, will always be
among the strategies and tools of teaching and learning.

4. Allow students to use textbooks to read more and know more.

UNIT 6: TECHNOLOGY USED FOR

COLLABORATION
ACTIVITY 9
APPLICATIONS FEATURES ACTIVITY
GOOGLE SITES  Easy to use  Create a webpage for the
 Automatically class where to include
responsive course materials and rich
 Integration with content include videos,
google apps images, slides, and auidio
 Can cretae web recording.
pages that display  It use also for posting
nicely on any device. homework, assignments
 You can also insert and the class events.
content from google
drive and other apps.

SOCRATIVE  Student assignment  Popular space race quiz

distribution.  Quiz sharing
 Remote computer,  Reflection questions
monitoring
 Students assignment
collection
 Interactive quizzes
 Progress reporting

EDMODO  Facilitate learning  Assessments

goals  Role playing
 Create polls for  Writing projects
student  Book clubs
 Online classroom
discussion
 Student management
 Teacher connection
 Parent communication
 Personalization
 ACTIVITY 6
TOPIC:
Unit 3. Producing Learning Resources Using
Technology
OBJECTIVE:

Describe characteristics of good/appropriate IMs and technology tools in

teaching TLE.

INSTRUCTIONS:

Choose at least three Instructional Software. Try to assess the software

design, features, usefulness, and content, if you have some suggestions on how
to improve some of the future you can write it as well. By pair or three

Instructional Design Features Usefulness Content

Software

 prepar  building  help  It is a

e meaning students t learning
INSTRUCTIO
student ful o activity
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students al games
g  self
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games correctin
risks. content
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by adding
variety materials  engaging
some
of students
technique
educati
s to those
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activities.
environ
ments
includin
g
corpor
ate
training
and
classro
oms.

SIMULATION  allows  Simulatio  Simulation  simulation

SOFTWARE you to n allows s promote is a
 evaluat you to concept teaching
e, explore attainme method
compa 'what if' nt that tests
re and questions through participan
optimiz and experienti ts'
e scenarios al knowledg
alternat without practice. e and skill
ive having to They help levels by
designs experime students placing
, plans nt on the understan them in
and system d the scenarios
policies itself. nuances where
. of a they must
concept. actively
Students solve
often find problems
them
more
deeply
engaging
than
other
activities,
as they
experienc
e the
activity
first-hand,
rather
than
hearing
about it
or seeing
it.

TUTORIAL  Helps  Tutorial  Tutorial  Through

SOFTWARE student Software Software tutorial
s allows can solve Software
improv users to problems teachers
e their create In a could
scores interactiv team, teach
on test e develop students a
and learning group new
boost tools skills, and lessons
perfor which a chance and give
mance help to get to them a
s in people know platform
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This also learn the
 could lesson at
help their own
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of
midterms
and
exams
and can
clarify
any
concepts
that you
might not
understan
d.

ACTIVITY 7
TOPIC:
Unit 3. Producing Learning Resources Using
Technology
 WRITTEN REPORTS

 WHAT IS INSTRUCTIONAL GAMES?

 It is a software designed to increase motivation to learning by

adding game rules and /or competition to learning activities.

 WHAT IS THE USE OF INSTRUCTIONAL GAMES?

 Instructions games can add an extra competitive element to

lessons. When students have motivation, ie points in the game, they
are more likely to try hard so they can beat their peers and move
on to the next level.

 SOME EXAMPLE OF INSTRUCTIONAL GAMES ARE ; ROLE PLAYING GAMES,

BOARD GAMES, LOGIC GAMES AND WORD PUZZLES.

 THERE ARE 4 SELECTING IN INSTRUCTIONAL GAMES AND THESE ARE ;

APPEALING FORMATS AND ACTIVITIES, INSTRUCTIONAL VALUE, PHYSICAL
DEXTERITY IS REASONABLE, SOCIAL, SOCIETAL AND CULTURAL
CONSIDERATION.
 APPEALING FORMATS AND ACTIVITIES- Adventure and levels of
complexity that match learners’ abilities make fun learning.
 INSTRUCTIONAL VALUE- educational and motivational tools which
give importance to the value of learning.
 PHYSICAL DEXTERITY IS REASONABLE- The purpose of motivating the
students should be evident in the instructional game and not the
other way around.
 SOCIAL, SOCIETAL AND CULTURAL CONSIDERATION- highlight
positive messages rather than war and violence among peoples of
different nations, beliefs, and cultures.

 THERE ARE SOME BENIFITS OF INSTRUCTIONAL GAMES

 Games are more interesting than traditional instruction.
 Retention of information is longer
 Assists teachers to get students to focus on the topic
 Makes learning more engaging and motivational
 LIMITATION AND PROBLEMS OF INSTRUCTIONAL GAMES ARE; LEARNING
VERSUS HAVING FUN, COFUSION OF GAME RULES AND REAL LIFE RULES,
AND INEFFICIENT LEARNING.
 LEARNING VERSUS HAVING FUN- Learning is “a process that leads to
change, which occurs as a result of experience and increases the
potential for improved performance and future learning. While
having fun also helps students retain information better because the
process is enjoyable and memorable.
 CONFUSION OF GAME RULES AND REAL LIFE RULES- Rules in games
differ from rules in real- life. Game rules may give students difficulty
in transferring the skills learned through game to real-life situation.
 INEFFICIENT LEARNING- Balance between motivational and learning
must be maintained in the classroom so not to lose the value of
education when using instructional games.

PPT ( POWERPOINT PRESENTATION)

 PARAGRAPH
Instructional games is it a kind of game that we usually do in school. We can
say that we are not familiar with instructional games. But today we will going to
know on what is instructional games and what is the use of instructional games
in education. Is it useful in education? Instructional games can be used in the
classroom to bridge the gap between entertainment, the world of gaming, and
the educational world. If used correctly, instructional games can deliver the
same content as the teacher, but in a more engaging way.

An instructional game is also a learning tool used during teaching and

learning. According to them, instructional games in using games in teaching
can help students increase their participation in class. When that by using these
types of instructional materials is that it can make students engage or increase
their participation in class. Because by using these materials it can make that
students can participate in a way that they are also enjoyable.