Weeks 13-15

Characterizes ICT A. Characeristics of ICT
Resources tools for Mathematics or
Science learning
Determine the relevance B. Relevance and
and appropriateness of appropriateness of digital
ICT resources based o and non-digital resources
the learning context
____(2016). Using Digital A TLA 1. Give a word puzzle that contains a Listing of 2
Resources. Deakin University. mixture of digital and non-digital resource characteristics of hours
Retrieved from examples. Let students find the words that digital and non-
http://www..deakin.edu.au/stud they consider as resources. After their digital resources
ents/study-support/referencing/ answers are checked, organize the words
digital-sources according to its type. Let them post these on
the board for checking and finalizing the list.
Ask them to justify why they consider the
examples as digital or non-digital resources.
As an output, let them give the
characteristics of the two types of resources.
B TLA 1. Present a list of learning activities Write a 2
with their respective digital and non-digital justification of hours
resources. A case scenario can also be given their decision on
to students for them to decide which type of the scenario
resources are appropriate for them to adopt presented.
in delivering the learning activity. Ask
students what they considered in their
decision. Let the class contribute other
factors to consider in noting the relevance
and appropriateness of digital and non-digital
resources.

Develop assessment tool C. Assessment tools for C TLA 1. Using the ideas generated and noted Create 5
to evaluate relevance selecting relevant and in the previous activity, let students work by rubric/rating scale hours
and appropriateness of appropriate digital and pairs and create an assessment tool for evaluating
ICT resources to the non-digital resources (rubric/checklist/rating scale) to evaluate the digital and non-
learning context relevance and appropriateness of digital and digital resources
non-digital resources. Give them 30-40
minutes to encode or write in word format.
Let them format their document so that it
could be ready to use.
D. Revisiting of PB C TLA 2. Let them validate their assessment Accomplish a
learning plan: integration tool by working with mathematics or science Learning log
of the use of digital and practice teachers who prepared resources for about their
non-digital resources and their demonstration. Let them pass the tool experience in
assessment tools in the after a week. Have them reflect on their creating and
Mathematics or Science experiences and key learning in developing validating their
Learning Plan procedure. and validating their assessment tool. own tool.
 D TLA 1. Let students revisit their unit plans Revise unit plan
and do some revisions to incorporate the incorporating the
resources they may integrate in the lessons principles of using
for the whole unit. Give ample time for unit digital and non-
planning. Highlight the importance of going digital resources.
back to the competencies chosen and how
these will be achieved in the learning
activities with the digital and non-digital
resources identified.
Weeks 16-17
Identify features and A. Features and Uses of A TLA 1. Facilitate a collaborative activity Students write a Sample sites to 3
uses of ICT tools for ICT tools for where students will reflect on the essence of reflection on a be reviewed hours
collaboration and collaboration and sharing collaboration in general. Start by grouping whole sheet of for the
sharing of resources resources in Mathematics the students with 6-8 members. Provide paper highlighting groupings:
among communities of or Science Learning individual cut-outs of body parts given to the importance of 1. Wikis.
practice each member completing all the body parts. collaboration and (2016). Center
Let students post on an assigned corner in their role in for Teaching.
the classroom one by one as their body part developing this in Vanderbilt
is called to post. A Manila paper can be used their students. University
for posting the body parts. When everyone is https://cft.van
called and has posted, let the other groups Accomplish K-W-L derbilt.edu/gui
move from one corner to another to see the chart des-sub-
outputs of the others. Let them take note of pages/wikis/ --
their observations to be shared during the Submit link of explore
whole class discussion. Have the class look accounts created wikispaces,
again at their outputs and let them name by students for google sites
their creation which will represent the wikis, blogs and and PBwiki
essence of what they have done. Process the social (and other
whole activity by asking how they bookmarking sites sites that may
accomplished their output. Fish out the key (diggo/delicious.c be used for
word “collaboration” from the students and om) collaboration);
elicit ideas to be noted on the board. Ask 2)
students to share their ideas on the Submit tabular
importance of collaboration in real life presentation of
situations. Present a short discussion of the the uses and
nature of collaboration as a 21st century skill. features of
Conclude the session by asking the students collaborative tools
to write a short reflection on the relevance of and resource
collaboration and their role in developing this sharing
in their students.
A TLA 2. Ask students to accomplish a K-W-L
 chart for the topic on ICT Tools for
collaboration and sharing resources. Provide
a template or students will just be instructed
to prepare the chart. Let the students share
their ideas to the whole class. Encourage
students to share the collaborative tools that
they already know and tell how they are
utilizing these tools for learning. Let them
share what features they like in the tools that
they are using.
A TLA 3. Group students into triads and
instruct students to browse the assigned sites
(found in Resource materials) or tools (wikis,
blogs, social bookmarking sites-diggo and
delicious) and note the key features and uses
of the tools. Encode these on a table. Let
them explore the sites and create their own
accounts in the process. Give ample time for
them to accomplish signing up.
A TLA 4. Let the different groups share their
explored sites focusing on the features and
uses of these to them as future mathematics
or science teachers. Give inputs highlighting
the role of the ICT tools in teaching in a
mathematics or science classroom. Give
handouts as needed to serve as scaffold for
students.
Enagage in a Community B. Communities of B TLA 1. Ask students to group themselves Accomplish a 2
of Learning (COL) for practice/community of and make a word cloud for COMMUNITY. checklist for hours
mathematics or science Learning for They can create this online (e.g evaluating online
teachers and learners mathematics or science http://www.edudemic.com/word-cloud- communities
teachers (local or generators/) or they can just create using
international) recycled bond paper or manila paper if there
is no net access.
C. Effectiveness of COLs Let them present their work to another two Use multimedia
in professional groups. Process the activity by asking the presentation
development of teachers common words generated for the word rubric for their
(According to research given. Facilitate a synthesis of generating output.
articles) their working definition of online community.
Let students work in pairs and browse the net
and find online communities for mathematics
or science teachers. Using a checklist (to be
 created) for evaluating an online community,
allow ample time for them to find out
relevant communities. Let them share at
least two that they have reviewed and justify
why they recommend such sites.
B TLA 2. Show a presentation of the function
and features of communities of learning
(COLs). Ask how students may benefit from
these COLs even if they are only students.
Encourage them to look for free COLs that
they can sign up to considering the
characteristics of good sites for their
specialization. For local organizations, inform
them of the PAFTE organization, its vision and
mission.
C TLA 1. Group students and have them
search for at least 3-5 peer reviewed
research articles (e.g from EBSCO) that talk
about the effectiveness of being a member of
COLs. Let them note down key findings and
present these through a presentation
software. Give them a multimedia
presentation rubric (to be made yet) to be
used for peer evaluation/teacher evaluation
of their output. Highlight the key points from
the presentations and synthesize by asking
them how COLs can help in the professional
development of mathematics or science
teachers.
Design a collaborative D. Revisiting of PB D TLA 1. Have students plan for a Accomplish a 2
activity using learning plan: integration collaborative activity using the appropriate collaborative hours
appropriate technology of collaborative activities collaborative tool that can be integrated in learning activity
tools in mathematics or the learning activities of their unit. Revise
science unit plans their unit plan to accommodate the Accomplish a
collaborative activity drafted. revised plan

Organize a
portfolio
D TLA 2. Let the students organize their unit
plans to complete all the needed outputs
that were required in each unit. Provide a
checklist of the elements they have to
 complete.
Implement the designed E TLA 1. Give time for students to organize Accomplish a 4
ICT-based collaborative their instructional materials for their checklist for the hours
activity microteaching. Provide the microteaching components of
rubric a day/week before the actual the unit portfolio
implementation of their unit plan. Let them
microteach only the part where the Microteaching
technology integration is supposed to take rubric (peer and
place in the unit. self-assessment)
for teaching a
E TLA 2. Before the actual teaching, give the mathematics or
rubric to the peer evaluators. These rubrics science unit
will be handed right after the demonstration.
Process the highlights and lowlights of the Reflection paper
demonstration activity by letting the peer on student
evaluators share their comments based on implementation
the rubric used. to chronicle their
microteaching
E TLA 3. Let students write their reflection on experience.
their microteaching highlighting their key Provide a scaffold
learning and their area/s of improvement. question for their
reflection. This
can be posted via
the class blog site.
(Paper will be
used for their
reflection if there
is no access to the
internet)