TARLAC STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT
ELEMENTARY EDUCATION
Villa Lucinda Campus, Tarlac City

Written Report

COURSE Consistent with the OBTL Plan

DEVELOPER AND THEIR Provide concise yet sufficient information of faculty member(s)
BACKGROUND pertinent related to the subject/module; some includes their
preferred email address for student to reach them in case they
have other concerns which they can not discuss or share in the
class group discussion / group chat.

COURSE DESCRIPTION Based on the description provided in the Policies, Standards and
Guidelines for the Program which the course is being offered.
COURSE OUTLINE Consistent with the OBTL Plan
TITLE It shows the specific topic of the module. A good title should be
clear, concise, and reflective of its content.

RATIONALE The Rationale introduces the learner to the theme of the module,
its purpose, organization, and uses.

INSTRUCTION TO THE USERS This provides a clear instruction as to how the use should proceed
and what s/he has to do after each step.

PRE-TEST
LEARNING OBJECTIVES A common feature of most modules is a statement of learning
objectives. They explain the knowledge, skills, and attitudes you
want to teach. They should be stated in terms of the learners’
behaviors. Objectives to focus and organize the information you
would like to present. They also help the learners do self -
evaluation.

CONTENT Every learning activity in your unit should

PREPARATORY ACTIVITIES be intentional, meaningful and useful. 

The intent of the activity is then clear to both you and your

students. It is equally important that each activity is meaningful,
and ensures student development and advancement through the
unit. Activities should build on previous activities and avoid being
repetitive, they should enable students to engage with and
develop their skills, knowledge and understandings in different
ways. Meaningful activities engage students in active,
constructive, intentional, authentic, and cooperative
ways. Useful learning activities are ones where the student is able
to take what they have learnt from engaging with the activity and
use it in another context, or for another purpose. For example,
students are able to directly apply the skills or knowledge they
acquired to an assessment task, or to the next activity in your unit.
https://www.teaching-learning.utas.edu.au/learning-activities-and-
delivery-modes/planning-learning-activities/examples-of-learning-
activities
 TARLAC STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
CENTER OF DEVELOPMENT
ELEMENTARY EDUCATION
Villa Lucinda Campus, Tarlac City

DEVELOPMENTAL ACTIVITIES
Organize your material from simple to complex. Include pictures,
diagrams, and other illustrations that may help clarify the
information presented including exercises and hands-on activities
that the learners should engage in. Emphasize the scientific
principles and the “why” in the topics being presented.
Furthermore, organize your content for clarity

Need to match content with outcomes.

CLOSURE ACTIVTIES There are three elements of an effective lesson closure. A lesson
closure should summarize what was learned, check for student
understanding, and transition to future instruction. These
elements do not necessarily have to proceed in a specific order,
and the teacher does not need a separate activity for each
element. Teachers who regularly use these three elements can
have more effective lesson closures. Below are some specific
strategies a teacher can use.

• Summarize what was learned: Have students present the key

details from the lesson, facilitate a discussion, connect the
learning to the objectives, or write letters home explaining what
was learned.
• Check for understanding: Use an exit ticket, have students write
their own assessment, ask students to make a timeline of events.
• Transition to future instruction: Connect what was learned with
the overall goals of the unit and explain ways students can extend
their knowledge of the topic.

https://modules.sanfordinspire.org/wp-content/uploads/2016/06/
Lesson_Closure_Coaching_Guide-2.pdf

SYNTHESIS / GENERALIZATION Important information, key ideas to remember

EVALUATION A self-check test, exercise, or other means of assessing learning

outcomes are common features of a module. Follow-up activity or
topics for discussion to reinforce learning may also be included.

Need to match assessment with outcomes.

ASSIGNMENT / AGREEMENT A set of activities intended to reinforce or enrich the learning of

the day’s plan, and/or to prepare for the next day’s activities.

REFERENCES This a list of books, online open access sites, or guides used in
preparing the module or other materials that may be consulted for
further understanding or appreciation of the lesson presented.

Criteria:

Content and activities 60 points

Organization 30 points
Grammar and punctuation 10 points
Total 100 points

IAN CARLO L. PANZO, LPT

Instructor