ICT-PEDAGOGY

INTEGRATION IN
LEARNING PLANS
LESSON 2
OBJECTIVES

At the end of this lesson, the learner should be able to:

• Discuss essential points to consider when integrating any ICT in
facilitating language education;
• Present learning plans that integrate ICT into the learning procedures
to be able to attain the learning outcomes; and
• Plan for some activities that will develop digital citizenship and relate
this to the development of 21st-Century Skills among learners.
 “Teaching has always been a
challenging profession since
knowledge has been expanding and
essential skills have been increasing
and changing.”
CONCEPTS & PRINCIPLES ABOUT

INTEGRATING TECHNOLOGY IN
INSTRUCTION
JOHN PISAPIA (1994)

According to him, integrating technology with

teaching means the use of learning technologies to
introduce, reinforce, supplement, and extend
skills.

Integrating Technology into Curricula can mean:

1. Computer science courses, computer-assisted
instruction, and computer-enhanced or enriched
instructions.
2. Matching software with basic skill
competencies.
3. Keyboarding with word processing followed up
INTERNATIONAL SOCIETY FOR
TECHNOLOGY IN EDUCATION (ISTE)
According to ISTE, effective integration of
technology is achieved when students are
able to select technology tools to help them
obtain information in a timely manner,
analyze and synthesize the information, and
present it professionally.

Technology should become an integral part of

how the classroom functions – as accessible
as all other classroom tools.
MARGARET LLOYD (2005)

According to Margaret Lloyd, ICT

encompasses an integral part of broader
curriculum reforms which include both infra-
structural as well as pedagogical
considerations that are changing not only
how learning occurs but also what is learned.
QIYUN WANG & HUAY LIT WOO (2007)

Integrating Information and Communication

(ICT) into teaching and learning is a growing
area that has attracted many educators’
efforts in recent years. Based on the scope
of content covered, ICT integration can
happen in three different areas:
curriculum, topic, and lesson.
BERNARD BAHATI (2010)

The process of integrating ICT in teaching

and learning has to be done at both
pedagogical and technological levels with
much emphasis put on pedagogy. ICT
integration into teaching and learning has
to be underpinned by sound
pedagogical principles.
UNESCO (2005)

ICT integration is not merely mastering the

hardware and software skills. Teachers need to
realize how to organize the classroom to
structure the learning tasks so that ICT
resources become automatic and natural
responses to the requirement for learning
environments in the same way as teachers use
markers and whiteboards in the classroom.
 Information and
Communication
Technology Defined
ICT ACCORDING TO MOURSUND (2005)

Computer Local Area

Telecommunicati
Hardware and Networks, and
ons Facilities
Software Wide

Handheld Digital Cameras,

Calculator to Display and Computer
Multimillion projection Games, CDs,
worth devices DVDs, Cell
Supercomputers telephones, etc.
WHAT IS ICT?

• ICT is a diverse set of technological tools and resources used to communicate,

create, disseminate, store, and manage information. (Tinio, 2009)
• ICT is a diverse set of technological tools and resources used to transmit,
store, create, share, or exchange information. UNESCO also defines it as a
scientific, technological, and engineering discipline and management
technique used. It also refers to handling information, its application, and
association with social, economic, and cultural matters.
• According to Ratheeswari (2018), many people recognize ICTs as catalysts
for change that include changes in working conditions, handling and
exchanging information, teaching methods, learning approaches, scientific
research, and assessing ICT.
USING ICT INTEGRATION
FRAMEWORK IN LANGUAGE
EDUCATION LEARNING PLAN
CONVERSATIONAL FRAMEWORK OF
LAURILLARD (2002)
This framework postulates a way of presenting teaching and
learning in terms of events. These are five (5) key teaching
and learning events in the framework which are identified as:

Acquisiti Discover
Dialogue
on y

Practice Creation
Teaching and Teaching Learning Related Media Examples of Examples of
Learning Action or Action or Form Non-Computer Computer-
Events Strategy Experiences Based Activity Based
Activity
Acquisition Show, Attending, Narrative: TV, video, films, Lecture notes
Demonstrate, Apprehending, Linear Books, and other online, streaming
Describe, Explain Listening Presentational Print publications videos of lectures
DVD, and
multimedia
Discovery Create / set up / Investigating, Interactive: Libraries, CD-based, DVD
find out / guide Exploring, Non-Linear Galleries or Web
through Browsing, Presentational, Museums resources,
discovery spaces Searching Searchable, multimedia
and resources Filterable resources.

Dialogue Set up, Frame, Discussing, Communicative: Seminar, Email,

Moderate, Lead Collaborating, Conversation with Tutorials, Discussion,
Facilitate Reflecting, other students, Conferences forums, blogs
discussions Arguing, Lecturer or self
Analyzing,
Sharing
Practice Model Experimenting, Adaptive: Laboratory, field Drill and
Practicing Feedback, Learner trip, simulation, Practice, Tutorial
Control role play Programs,
Simulations,
virtual
EFFECTIVENESS OF LAURILLARD’S
CONVERSATIONAL FRAMEWORK
IN BLENDED LEARNING
CONTEXT
• More developed the learners’ skills in
forming WH questions.
• Developed the learners’ skills in using the past
tense and writing a letter of complaint.
• Revealed positive perceptions amongst
learners with an intermediate level of English
language proficiency.
• Language Proficiency and the willingness
of peers to collaborate are two factors that
affected their perception.
• Lack of familiarity with the technology applied.
IN FACE-TO-FACE CONTEXT
• Developed the learners’ skills in using
the past tense and writing a letter of
complaint.
• Revealed positive perceptions amongst
learners with an intermediate level of
English language proficiency.
• Language Proficiency and the
willingness of peers to collaborate
are two factors that affected their
perception.
 THREE FUNDAMENTAL ELEMENTS OF ICT
INTEGRATION BY WANG (2008)
• This framework posited that integration of ICT consists of three
fundamental elements: pedagogy, social interaction, and technology.

INTERACTION WITH
CONTENT

PEDAGOGY

INTERACTION WITH
PEOPLE

SOCIAL INTERACTION TECHNOLOGY

PEDAGOGY: IN LANGUAGE LEARNING
CONTEXT…
• Pedagogy – refers to the language teaching strategies or techniques that language
teachers use to deliver their lessons and to allow their learners to demonstrate the
curricular language competencies.
• The pedagogical design a language teacher will use needs to include proper selection
of appropriate content and language learning activities.
• In developing learning plans, ensure that the environment will provide help to fulfill
the needs and objectives of the language class with learners of diverse experiences
and backgrounds.
• Learning plans SHOULD also involve the appropriate use of learning resources and
activities.
SOCIAL INTERACTION: IN LANGUAGE
LEARNING CONTEXT…
• Learners will naturally acquire a language and develop language
knowledge and skills.
• Computers can be used by teachers and learners to connect and
learn through the computers that are now connected worldwide.
• Planned Social Interaction Activities that aim to enhance
language learning become more convenient and flexible with the
emergence of Computer-Mediated Communication.
TECHNOLOGY: IN LANGUAGE LEARNING
CONTEXT…
• Through the use of computers, various teaching modes may
happen.
• Interaction does not solely happen in a face-to-face
environment, it may also happen ONLINE.
• The human-computer interface design is CRUCIAL because this
will define the utility of the technology-based learning
environment. In Language Learning, the ease of learning in the
interface design is essential.
FOUR CATEGORIES FOR ICT IN TEACHER
TRAINING BY JUNG (2005)
UNESCO ICT
COMPETENCY
FRAMEWORK FOR
TEACHERS
• Aims to promote
educational reform and
sustainable economic
development anchored on
the principles and
objectives of the MDG, EFA,
UNLD, and DESD.
SOCIETAL GOALS TO EQUIP TEACHERS
TO BE ABLE TO DO THEIR ROLES
1. Build workforces that have ICT skills and are reflective,
creative, and adept at problem-solving in order to generate
knowledge;
2. Enable people to be knowledgeable and resourceful so
they are able to make informed choices, manage their lives
effectively, and realize their potential;
3. Encourage all members of society to participate fully in
society and influence the decisions that affect their lives;
4. Foster cross-cultural understanding, tolerance, and the
peaceful resolution of conflict.
THAT’S THE END OF OUR REPORT,
THANK YOU FOR LISTENING!
INTEGRATING ICT
IN LEARNING
PLAN
LEARNING OBJECTIVES

At the end of the lesson, the students are expected to:

a. discuss essential points to consider when integrating any ICT in
facilitating language education;
b. present learning plans that integrate ICT in the learning
procedures to be able to attain the learning outcomes; and
c. plan for some activities that will help develop digital citizenship and
relate this to the development of 21st Century skills among
learners.
INTEGRATING TECHNOLOGY IN INSTRUCTION
 John Pisapia (1994)
Learning
technologies
are tools used for
Integrating Technology with teaching means the use of learning technologies enhancing
teaching,
to introduce, reinforce, supplement and extend skills. For example, if a Teacher learning, and
merely tells a student to read a book without any preparation for follow up activities that put the book in a educational
pedagogical context, the book is not integrated. In the same way, if the teacher uses the computer to assessment.
reward children by allowing them to play a game, the computer is not integrated.

On the other hand, integrating technology into curricula can mean different
things:
1. computer science courses, computer assisted instruction,
and/or computer enhanced or enriched instruction,
2. matching software with basic skills competencies, and
3. keyboarding with word processing followed up with
presentation tools.
International Society for Technology in Education (ISTE)

Effective integration of Technology is achieved when students can select technology tools
to help them obtain information in a timely manner, analyze and synthesize the
information, and present it professionally. The Technology should become an integral
part of how the classroom functions—as accessible as all other classroom tools
 Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum reforms which include
both infra-structural as well as pedagogical considerations that are changing not only
how learning occurs but what is learned.
 Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and learning is a growing area
that has attracted many educators’ effort in recent years. Based on the scope of content
covered, ICT integration can happen in three different areas: curriculum, topic, and
lesson.
 Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be done at both pedagogical
and technological levels with much emphasis put on pedagogy. ICT integration into
teaching and learning has to be underpinned by sound pedagogical principles.
 UNESCO (2005)

ICT integration is not merely mastering the hardware and software skills. Teachers need to
realize how to organize the classroom to structure the learning tasks so that ICT
resources become automatic and natural response to the requirements for
learning environments in the same way as teachers use markers and whiteboards in the
classroom.
INFORMATION AND COMMUNICATION TECHNOLOGY
 Moursund (2005)

ICT includes the full range of computer hardware, software, and telecommunication facilities.
Thus, it includes computer devices ranging from handheld calculators to multi-million-worth
supercomputers.
 Tinio (2009)

ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information.
 UNESCO (2020)

ICT is a diverse set of technological tools and resources used to transmit, store, create, share,
or exchange information.
 RATHEESWARI (2018)

ICT influences every aspect of human life they play salient roles in the workplace, business
education, and entertainment.
USING ICT INTEGRATION FRAMEWORKS IN
LANGUAGE EDUCATION LEARNING PLANS
CONVERSATIONAL FRAMEWORK (Laurillard, 2002)

The teaching-learning process poses very complex tasks to allow learners to

understand their lessons and master the skills they are expected to demonstrate.
Thus, it will be reassuring if teachers will explore on engaging various
media to support various learning activities in classrooms. This is how the
Conversational Framework (Laurillard, 2002) may support. The framework
postulates a way of presenting teaching and learning in terms of events. These are
five (5) key teaching and learning events in the framework which are identified as
 CONVERSATIONAL FRAMEWORK (Laurillard, 2002)

Teaching and Teaching Learning Related Examples of Examples of

Learning Action or Action of Media Form Non Computer-
Event Strategy Experience Computer Based
Based Activity
Activity
ACQUISITION SHOW, ATTENDING, NARRATIVE TV, VIDEO, FILM, ONLINE LECTURE
DEMOSTRATE. APPREHENDING, LINEAR LECTURES, NOTES, VIDEO
DESCRIBE, LISTENING PRESENTATION BOOKS, OTHER STREAMING
EXPLAIN PRINTED LECTURES, DVD,
PUBLICATIONS MULTIMEDIA
(DIGITAL VIDEO,
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 CONVERSATIONAL FRAMEWORK (Laurillard, 2002)
Teaching and Teaching Learning Related Examples of Examples of
Learning Action or Action of Media Form Non Computer-
Event Strategy Experience Computer Based
Based Activity
Activity
DISCOVERY CREATE/SET UP/ INVESTIGATING, INTERACTIVE: LIBRARIES, CD BASED, DVD,
FIND EXPLORING, NON-LINEAR GALLERIES, WEB
OUT/GUIDED BROWSING, PRESENTATION, MUSEUMS RESOURCES
THROUGH SEARCHING SEARCHABLE,
DISCOVERY FILTERABLE (BUT
SPACES AND NO FEEDBACK)
RESOURCES
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 CONVERSATIONAL FRAMEWORK (Laurillard, 2002)

Teaching and Teaching Learning Related Examples of Examples of

Learning Action or Action of Media Form Non Computer-
Event Strategy Experience Computer Based
Based Activity
Activity
DIALOGUE SET UP, FRAME, DISCUSSING, COMMUNICATIVE: SEMINAR, EMAIL,
MODERATE, COLLABORATING, CONVERSATION TUTORIALS, DISCUSSION,
LEAD, FACILITATE REFLECTING, WITH OTHER CONFERENCES FORUMS, BLOGS
DISCUSSION ARGUING, STUDENTS,
ANALYZING, LECTURER OR
SHARING SELF
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 CONVERSATIONAL FRAMEWORK (Laurillard, 2002)
Teaching and Teaching Learning Related Examples of Examples of
Learning Action or Action of Media Form Non Computer-
Event Strategy Experience Computer Based
Based Activity
Activity
PRACTICE MODEL EXPERIMENTING, ADAPTIVE: LABORATORY, DRILL AND
PRACTICING FEEDBACK, FIELD TRIP, PRACTICE
LEARNER SIMULATION, TUTORIAL
CONTROL ROLE PLAY PROGRAMS,
SIMULATIONS,
VIRTUAL
ENVIRONMENT
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 CONVERSATIONAL FRAMEWORK (Laurillard, 2002)

Teaching and Teaching Learning Related Examples of Examples of

Learning Action or Action of Media Form Non Computer-
Event Strategy Experience Computer Based
Based Activity
Activity
CREATION FACILITATING ARTICULATING, PRODUCTIVE: ESSAY, OBJECT SIMPLE EXISTING
EXPERIMENTING, LEARNER ANIMATION TOOLS, CREATED
MAKING, CONTROL MODEL PROGRAMMABLE
SYNTHESIZING SOFTWARE
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

Interaction
with Content
Wang in 2008 posited that
integration of ICT consists of Pedagogy
three fundamental elements. Interaction
with People
These are pedagogy, social
interaction, and technology.
These elements are Social
diagrammatically represented by Technology
Interaction
Wang in Figure 1.
Figure 1: The ICT Integration Framework
THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

The ICT Integration Framework of Wang can be fully maximized in

developing learning plans for language learning. In a language learning
context, pedagogy often refers to the language teaching strategies or
techniques that language teachers use to deliver their lessons and to allow
their learners to demonstrate the curricular language competencies, The
pedagogical element in language learning is very important as it primarily
reflects the art of teaching a teacher will employ in the learning process.
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

The pedagogical design a language teacher will use needs to include a

proper selection of appropriate content and language learning activities.
In the design, the teacher needs to look into how the available
technological resources will help provide scaffolds that will assist their
language learners during the learning processes. Language teachers
need to note that in developing learning plans that embed the Pedagogy
pedagogical design, it is crucial to look into the learning environment
and ensure that this environment will provide help to fulfill the needs and
objectives of the language class with learners of diverse experiences
and backgrounds. The learning plans should also involve the
appropriate use of learning resources and activities that support
learners’ learning and allow teachers to facilitate learning.
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

Social interaction activities as one element in the framework are crucial in

language learning. With social interaction, learners will naturally acquire a
language and develop language knowledge and skills that are important for
them to live and work in various communities. In the various learning events,
the language teacher may use computers which may allow the learners to
interact and demonstrate the language skills and competencies required from
them. The Teachers and the learners may use computers to connect and learn Social
through the computers that are now connected worldwide. With the advent of
computer-mediated communication (CMC), planned social interaction activities
Interaction
that aim to enhance language learning become more convenient and flexible.
Language learners may maximize computers individually, but they may also
collaboratively use them with other learners. As noted by Uribe, Klein, &
Sullivan (2003), computer-supported collaborative learning has shown positive
effects on students’ performance.
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

To engage the learners in the teaching-learning process

fully and meaningfully, the social design of an ICT-based
learning environment needs to deliver a secure and
comfortable space. This will allow the learners to willingly
share their thoughts and ideas to facilitate communication
among them.
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

The third element of the framework is the technological component that

generally uses computers to support various learning activities.
Through the use of computers, various teaching modes may happen.
Interaction does not solely happen in a face-to-face environment. It
may also happen online. For any online interaction activities in a
language classroom to be effective, there is a need to consider the Technology
availability of the facilities they require and ease of access. The human-
computer interface design is also critical because this will define the
utility of the technology-based learning environment. It must be noted
that in language learning, the ease of learning in the interface design is
essential. It needs to motivate the learners to fully participate.
 THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (Wang, 2008)

In the 21st-century classroom, the three components:

pedagogy, social interaction, and technology, are needed in
an ICT-based learning environment. Due to the advent of
educational technologies which are fundamental
requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the
integration to happen.
CATEGORIES FOR INFORMATION COMMUNICATION AND TECHNOLOGY IN TEACHER TRAINING

There is a lot of research that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers’ use of ICT supports the
development of higher-order–thinking skills (HOTS) and promotes collaboration. This is
the reason why trainings in ICT pedagogy integration are promoted.
For a successful ICT-pedagogy integration training to take place, it will help if a training
framework is used as a guide. Jung (2005) was able to organize various ICT teacher training
efforts into four categories. This is presented in this framework.
CATEGORIES FOR INFORMATION COMMUNICATION AND TECHNOLOGY IN TEACHER TRAINING

CORE TECHNOLOGY

ICT as main content focus ICT as core delivery

technology

LEARNING HOW TO USE ICT LEARNING VIA ICT

ICT as part of content or ICT as facilitating or

methods networking technology

COMPLEMENTARY TECHNOLOGY
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information and Communication Technology (ICT) for instruction,
UNESCO was able to develop ICT Competence Framework for Teachers (UNESCO,2018).
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

KNOWLEDGE KNOWLEDGE KNOWLEDGE CREATION

ACQUISITION DEEPENING
Understanding ICT in Policy Understanding Policy Application Policy innovation
Education
Curriculum and Basic Knowledge Knowledge Application Knowledge society skills
Assessment
Pedagogy ICT-enhanced Teaching Complex Problem-solving Self-management

Application of Digital skills Application Infusion Transformation

Organization and Standard classroom Collaborative Groups Learning Organizations

Administration
Teacher Professional Digital Literacy Networking Teacher as Innovator
Learning

ICT Competency Framework for Teachers (UNESCO,2018

UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

This framework, which is part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable
economic development anchored on the principles and objectives of the Millennium
Development Goals (MDG), Education for All (EFA), the UN Literacy Decade
(UNLD), and the Decade of Education for Sustainable Development (DESD). As shown by
the framework, the teachers have six aspects of work: understanding ICT in education,
curriculum and assessment, pedagogy, application of digital skills, organization and
administration, and teacher professional learning. Across the six aspects of work are the
three approaches to teaching based on human capacity development-knowledge
acquisition, knowledge deepening, and knowledge creation.
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

The framework also specifically aims to equip teachers to be able to do their roles achieving
the following societal goals:
• Build workforces that have information and communications technology (ICT)skills
and are reflective, creative, and adept at problem-solving to generate
knowledge;
• Enable people to be knowledgeable and resourceful so they can make informed
choices, manage their lives effectively, and realize their potential;
• Encourage all members of society irrespective of gender, language, age,
background, location, and differing abilities to participate fully in society
and influence the decisions that affect their lives and
• Foster cross-cultural understanding, tolerance, and the peaceful resolution of
conflict.
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

The Commission on Higher Education (CHED) through its Policies, Standards, and
guidelines (PSGs) requires the integration of ICTs in language teaching and learning. Hence,
the ICT Competency Framework for Teachers is very useful to support the standards as they
will serve as a guide to assist the teachers to successfully integrate ICT into the language
classroom. Through the framework, the language teachers may structure their learning
environment in new ways, merge new technology and pedagogy, develop socially
active classrooms, and encourage co-operative interactions, collaborative learning and
group work
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
LEARNING PLAN
END
Pagbuo ng Isang Plano ng Pagkatuto
na Nakabatay sa Pamantayan para sa
Napiling Modality ng Paaralan
Mga Layunin:
 Mga Kakailanganin

• Unit Standards and Competencies Diagram

• Unit Curriculum Map Template
• Curriculum Guides (2016/2020)
• Sample Unit Learning Module
• Writing Styles for Learning Plan in line with Modality – Handout
• Unit Learning Plan Template
• PEAC Certification Assessment Instrument - Handout
PEAC INSET 2017
PEAC INSET 2017
 Introduce the EQ
Elicit prior knowledge through a specific map of conceptual change (choose one):
• KWHL
• Anticipation-Reaction Guide
• Initial-Revised-Final (IRF)
• Background Knowledge
• Before and Now
• Inside/Outside the Box

PEAC INSET 2017

"Reflection is indicative of deep learning, and where
teaching and learning activities such as reflection
are missing… only surface learning can
result." (Biggs 1999 in King 2002)
 We do not learn from
experience…We learn
from reflecting on
experience.

John Dewey
PRIOR KNOWLEDGE NEW KNOWLEDGE

REFLECTIVE PROCESSING
AND LEARNING
 PRIOR FACTUAL
KNOWLEDGE KNOWLEDGE

? ACTIVITY ACTIVITY ACTIVITY ACTIVITY ACTIVITY

 PRIOR NEW
KNOWLEDGE KNOWLEDGE
ACTIVITY ACTIVITY

Ganoon pa rin ba ang una

mong kasagutan?
Ano ang nasa isipan mo
Q: nang masipat ang unang
katanungan? Ano ang nakikita mo?
Binago ko ang aking
sagot dahil…
P: Ang unang sagot ko sa
tanong ay… Ang nakikita ko ay…
 PRIOR NEW
KNOWLEDGE KNOWLEDGE
ACTIVITY ACTIVITY

Ganoon pa rin ba ang una

mong kasagutan?
Ano ang nasa isipan mo
Q: nang masipat ang unang Ano ang nakikita mo?
katanungan? Binago ko ang aking
sagot dahil…
P: Ang unang sagot ko sa
tanong ay… Ang nakikita ko ay…

PRIOR KNOWLEDGE IS CORRECTED IN NEW KNOWLEDGE

PRIOR KNOWLEDGE IS DEEPENED IN NEW KNOWLEDGE
 BEFORE - AFTER
BAGO PAGKATAPOS
BEFORE

ESSENTIAL QUESTION: Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-unawa at

pagpapahalaga sa mga akdang pampanitikan ng Africa at Persia?
EXPLOR
Halimbawang Mapa ng Konsepto ng Pagbabago
Sample Map of Conceptual Change
E
ANTICIPATION-REACTION GUIDE

BAGO MGA PAHAYAG PAGKATAPOS

Mga magkahalong pahayag na

totoo, bahagyang totoo o
maling paniniwalang kaugnay
sa EU

RAPATAN2022
Basahin ang mga pangungusap na nakasulat sa grapikong pantulong pagkatapos sagutan ang hanay
sa BAGO NATALAKAY ng tsek ang salitang tutugon sa iyong sagot. Sumasang-ayon o di- sumasang-
ayon?
EXPLORE
EQ: Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-unawa at IRF
pagpapahalaga sa mga akdang pampanitikan ng Africa at Persia?

Nasa ibaba ang halimbawa ng IRF tsart. Punan ang unang hanay ng iyong sagot sa katanungang
“Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Africa at Persia? Isaalang-alang ang magiging tugon yamang may
posibilidad na ito’y mabago habang at pagkatapos mapag-aralan ang kabuoan ng araling ito.

Initial Answer

Revised Answer

Final Answer

RAPATAN2022

Halimbawang Mapa ng Konsepto ng
Pagbabago
Sample Map of Conceptual Change
FINAL
Bakit mahalagang mauunawaan ng mga mag-
IRF
aaral ang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Africa at Persia?

REVISED:
Bakit mahalagang mauunawaan ng mga mag-
aaral ang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Africa at Persia?

INITIAL:
Bakit mahalagang mauunawaan ng mga mag-
aaral ang pag-unawa at pagpapahalaga sa
mga akdang pampanitikan ng Africa at Persia?
Halimbawang Mapa ng Konsepto ng Pagbabago
Sample Map of Conceptual Change
LORE BACKGROUND
KNOWLEDGE

RAPATAN2022
 ESSENTIAL QUESTION: Bakit mahalagang mauunawaan ng mga mag-
EXPLOR BACKGROUND
aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan
E KNOWLEDGE
ng Africa at Persia?

RAPATAN2022
Halimbawang Mapa ng Konsepto ng Pagbabago BEFORE & NOW
Sample Map of Conceptual ChangeLORE

NOON AT NGAUON

RAPATAN2022
 BEFORE & NOW
EXPLORE
ESSENTIAL QUESTION: Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-
unawa at pagpapahalaga sa mga akdang pampanitikan ng Africa at Persia?

RAPATAN2022
 NOW & LATER

ANG IDEYA KO ANG IDEYA KO

MAMAYA NGAYON

ESSENTIAL QUESTION:
Bakit mahalagang mauunawaan ng
mga mag-aaral ang pag-unawa at
pagpapahalaga sa mga akdang
pampanitikan ng
Africa at Persia?

RAPATAN2022
EXPLORE
INSIDE/OUTSIDE THE BOX

RAPATAN2022
EXPLORE INSIDE/OUTSIDE THE BOX
ESSENTIAL QUESTION:
Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Africa at Persia?

RAPATAN2022
 GENERALIZATION TABLE

RAPATAN2022
ESSENTIAL QUESTION: Bakit mahalagang mauunawaan ng mga mag-aaral ang pag-unawa at
pagpapahalaga sa mga akdang pampanitikan ng Africa at Persia?

RAPATAN2022
 ESSENTIAL QUESTION:
Bakit mahalagang maunawaan ng mga mag-
aaral ang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Africa at Persia?
AKING MALING AKALA AKING PAGWAWASTO

RAPATAN2022
PRINTED: EXPLORE

Provide Hook activity

Introduce the EQ

Elicit prior knowledge through

a specific map of conceptual
change.

LT: Magagawa kong

mabigyang katangian ang
pangunahing tauhan
batay sa kanilang paraan
ng pagsasalita

GR10FILQ3LM-pp-71
ONLINE: EXPLORE

LT: Magagawa kong

mabigyang katangian
ang pangunahing tauhan
batay sa kanilang paraan
ng pagsasalita

https://padlet.com/analybacalucos/faoor7ntopja0n4v

PANUTO: I-Click ang link at dumako sa site. Pag-isipang maigi ang mga katanungan sa itaas. Ipaskil ang inyong
mga sagot.
PEAC INSET 25 July
2020
2017
 ELICITING
PRIOR
KNOWLEDGE
ONLINE

RAPATAN2022
 PADLET
WALL
ELICITING
PRIOR
KNOWLEDGE
ONLINE

POLL
JUNKIE
RAPATAN2020
 Learning Targets
I can ________
(Magagawa
kong )______

I can ________
(Magagawa
kong )______

I can ________
(Magagawa kong )______

Provide activities with instructions and questions and assessments related to Acquisition
knowledge and process skills and competencies
Follow-up on EQ

PEAC INSET 2017

PRINTED: FIRM UP

Provide activities and

assessment related to
acquiring knowledge
and process skills and
competencies
Follow-up on EQ

LM GR10 Q3 p.
80-81
 EFFECTIVE WRITING STYLE OF PRINTED DISTANCE ED. MATERIALS (Rowntree, 1994)

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case studies.
14. Observe inclusive language.
15. Provide practice by having students mark text or label pictures.

http://pu.edu.pk/images/journal/ier/PDF-FILES/7_38_2_16.pdf

PEAC INSET 2017

RAPATAN2022
ONLINE: FIRM UP
LT: Magagawa kong matukoy at masuri ang
mga elemento ng tula batay sa tugma,
larawang diwa, simbolo at matalinghagang
salita

PEAC INSET 25 July

2020
2017
 CRITIQUE THE WRITING STYLE ACCORDING TO THE CHECKLIST.

SLOGAN
1. Write as you talk.
2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case
studies.
14. Observe inclusive language.
15. Provide practice by having students mark text
or label pictures.

PEAC INSET 2017

 ORIGINAL AND REVISED PRINTED MODULE VERSIONS

SLOGAN SLOGAN

PEAC INSET 2017

 SAMPLE REVISED WRITING STYLE ACCORDING TO THE CHECKLIST.

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case
studies.
14. Observe inclusive language.
15. Provide practice by having students mark
text or label pictures.

PEAC INSET 2017

 WRITING STYLE OF
ASYNCHRONOUS ONLINE LEARNING MATERIALS
1.Provide overview of purpose, scope of content and expected output.
2.Write in a conversational tone. Use “you” when addressing students.
3,Divide material in parts in line with the school’s learning process
framework. Use the components of this framework or stages of process as
the subsection headings or titles of the material’s different parts.

4.Indicate the competency being addressed and write activities and

assessments aligned with the competency.

5.Give clear and easy to follow directions for activities. Activities should
have a resource or material and questions for students to answer to
enable them to process the information.

6.Provide screenshots of materials, esp. Websites (including their titles and

clickable URL addresses). Test that links are active.

7.Check that Website resources which require students to answer provide

immediate feedback to student actions, decisions or choices.

8.Provide varied formative assessments and at the end, ask students to

reflect on the lesson and comment on how helpful the material was.

RAPATAN2020
HOW WOULD YOU TURN THIS INTO AN ONLINE LEARNING MATERIAL? USE THE STYLE GUIDE.

PEAC INSET 2017

 ORIGINAL AND REVISED ONLINE TEXT

SLOGAN SLOGAN

slogan.
PEAC INSET 2017
 SAMPLE CONVERTED ONLINE LEARNING MATERIAL USING THE STYLE
GUIDE.
SLOGAN

slogan

PEAC INSET 2017

 Doug Lemov , 2020
PEAC INSET 2017 https://teachlikeachampion.com/blog/some-handy-tools-for-building-student-engagement-in-online-classes/
 Learning Targets
I can ________
(Magagawa kong )______

Learning Targets
I can ______
(Magagawa kong)
_______

Learning Targets
I can ________
(Magagawa kong )____

• Have students analyze and make meaning of different texts or problems with C-E-R
and close reading
• Follow up on EQ and have students develop EU in a Guided Generalization

PEAC INSET 2017

PRINTED: DEEPEN
Have students analyze different
texts or problems with C-E-R
and close reading

Follow up on EQ and have

students develop EU in a Guided
Generalization
ONLINE:MEANING
MAKING DEEPEN
ONLINE:MEANING
MAKING DEEPEN
 Learning Targets
I can ________
(Magagawa
kong )______

Learning Targets
I can ________
(Magagawa
kong )______

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric.

Show again map of conceptual change and ask students to answer next parts.
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation of learning.
PEAC INSET 2017
PRINTED: TRANSFER

Provide GRASPS Performance

Task, scaffolds to accomplish it
and rubric
Show again map of conceptual
change and ask students to answer
next parts
Do values integration in
line with school
mission/vision and core
values.
Provide closure and self-evaluation
of learning.
RAPATAN2022
PRINTED:TRANSFER v

Demonstrate knowledge,
skills, and understanding
in GRASPS task
Provide differentiated
GRASPS task
Revisit map of conceptual
change
Reflect and do
values integration
Provide closure
PRINTED: TRANSFER

39
 PRINTED: TRANSFER

GAWAIN: Pagninilay sa Aking Natutuhan

25 July 33
2020
PRINTED: TRANSFER

32
 ONLINE: TRANSFER
LT: Magagawa kong makapagsagawa ng Virtual world travel expo
ONLINE: TRANSFER Promotional Add gamit
ang FilmoraGo Video Maker

STEP 1- I-Download ang App

I-edit mo ang Vlog gamit ang

FilmoraGo. Pumunta sa Appstore
or Playstore at i-download ang
libreng app. I-click OPEN

PEAC INSET 25 July

2020
2022
STEP 2- Buksan ang App
Buksan ang App sa iyong device
upang masimulan ang gagawing
pag-edit.
STEP 3- I-click ang New
Project
Pindutin ang New Project tab upang makagawa
ng new video project. Makikita rin sa draft tab
ang mga dati mong videos/gawa kung kailangan
mo itong i-edit.
STEP 4- I-click ang video
Hanapin ang video na iyong
gagamitin mula sa gallery ng
iyong device at i-click ito upang
masimulan ang pag-edit.
STEP 5- Magdagdag ng Effects STEP 6- Magdagdag ng Texts at Icons

Maaari kang magdagdag dito ng effects, music, Maaari kang magdagdag dito ng texts, mga
at i-trim ang bahagi ng video na napili. larawan at sticker. Maaari mong i-adjust ang
timing at sequence.

STEP 7- Rebyuhin
Rebyuhin ang inii-edit na video. I-click ang icon
upang ma-play ang buong video.
STEP 8- I-export at I-share
Matapos marebyu ang video, i-export ito. Siguraduhin lang na hindi
buburahin ang orihinal na video na ma-save sa draft upang kung
nais itong i-edit ay madali lang. Matapos ma-export ay tingnan sa
gallery ng device kung na-save dito ang video. I-share sa platform
na napili.
 Halimbawang Rubric

MGA PAMANTAYAN SADYANG KAHANGA-HANGA KAHANGA-HANGA NALILINANG NAGSISIMULA

4 3 2 1

NILALAMAN/ MENSAHE Buong husay na Natukoy ang kagandahan Di-gaanong nabanggit Wala man lang nabanggit
nabigyang-diin ang iba’t ng panitikan ng Iran. ang kagandahan ng na kagandahan ng
ibang anggulo ukol sa panitikan ng Iran. panitikan ng Iran.
kagandahan ng panitikan
ng Iran.

KABIHASAAN NG MGA Nakatulong nang husto Nakatulong ang mga Nakababagot pakinggan Hindi man lamang pinag-
SALITA ang mga salitang ginamit salitang ginamit upang ang talumpati dahil di- ukulan ng pansin ang
upang mahikayat ang mga pagtuunan ng atensyon gaanong nakapupukaw- talumpati dahil ang mga
tagapakinig na pakinggan at pahalagahan ang kaisipan at di-gaanong salitang ginamit ay hindi
at suriing mabuti ang nilalaman ng talumpati. nakasaling ng damdamin nakapukaw ng kaisipan at
mensahe ng talumpati. ang mga salitang ginamit. nakasaling damdamin.

KATATASAN O KALINAWAN Buong lakas at ubod nang Hindi kinaringgan ng Ilan sa mga salitang Marami sa mga salitang
SA PAGBIGKAS linaw ang pagkakabigkas pagkautal bagkus binigkas ay di-gaanong binigkas ay Malabo at di
ng lahat ng salita, at di maliwanag ang bigkas ng narinig at naintindihan. maunawaan.
man lang kinaringgan ng lahat ng salita.
pagkaantala.
PEAC INSET 2017
PEAC INSET 2017
RAPATAN202
 CHECKING-IN ON
STUDENTS’
SOCIAL-
EMOTIONAL
STATE

PEAC INSET 2017

 Ikwento ang
paghahanda ng
Standards-based
Learning Plan
 PAANO NATIN MALALAMAN NA ANG ATING
LEARNING PLANS AY HANDA NA PARA SA
PEAC RECERTIFICATION?
25 July 41
2020
PEAC CERTIFICATION ASSESSMENT INSTRUMENT

IN THE LEARNING PLAN, WE WILL

SEE…
Standards stated at start of plan.

Procedures related to A, M, and T.

Plan ends with Performance
Task.
Activities and strategies done in procedures
describe student actions more than teacher
actions. Less teacher talk, more student
interaction.

• Values integration with Vision-Mission

• Activities and questions related to 7Cs
• Activities and questions related to social
issues and community events
• Activities and questions connecting to other
subjects
Activities that are differentiated or show use of
multiple intelligences; choice in roles or products
in performance task
Use of multimedia and other apps to
present lesson or produce student output
 PEAC CERTIFICATION ASSESSMENT INSTRUMENT

Long tests show combination of selected

and constructed response questions.
Rubrics are used for performance tasks.
Formative assessments are spread out.

Remedial activities for students.

PEAC 2022
PEAC INSET 2017
PRIOR KNOWLEDGE NEW KNOWLEDGE

REFLECTIVE PROCESSING
AND LEARNING
 PRIOR NEW
KNOWLEDGE KNOWLEDGE
ACTIVITY ACTIVITY

Ganoon pa rin ba ang una

mong kasagutan?
Ano ang nasa isipan mo
Q: nang masipat ang unang Ano ang nakikita mo?
katanungan? Binago ko ang aking
sagot dahil…
P: Ang unang sagot ko sa
tanong ay… Ang nakikita ko ay…

PRIOR KNOWLEDGE IS CORRECTED IN NEW KNOWLEDGE

PRIOR KNOWLEDGE IS DEEPENED IN NEW KNOWLEDGE
PEAC INSET 2017
 Introduce the EQ
Elicit prior knowledge through a specific map of conceptual change
(choose one):
• KWHL
• Anticipation-Reaction Guide
• Initial-Revised-Final (IRF)
• Background Knowledge
• Before and Now
• Inside/Outside the Box

PEAC INSET 2017

 Learning Targets

I can…
____________
____________

Provide activities with instructions and questions and assessments related to

Acquisition knowledge and process skills and competencies
Follow-up on EQ

PEAC INSET 2017

SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.
 Learning Targets

I can…
____________
____________

• Have students analyze and make meaning of different texts or problems

with C-E-R and close reading
• Follow up on EQ and have students develop EU in a Guided
Generalization
PEAC INSET 2017
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING
 Magagawa
kong..

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric.

Show again map of conceptual change and ask students to answer next parts.
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation of learning.
PEAC INSET 2017
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER
 EFFECTIVE WRITING STYLE OF PRINTED DISTANCE ED. MATERIALS (Rowntree, 1994)

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case studies.
14. Observe inclusive language.
15. Provide practice by having students mark text or label
pictures.

PEAC INSET 2017 http://pu.edu.pk/images/journal/ier/PDF-FILES/7_38_2_16.pdf

 WRITING STYLE OF
ASYNCHRONOUS ONLINE LEARNING MATERIALS
1.Provide overview of purpose, scope of content and expected output.
2.Write in a conversational tone. Use “you” when addressing students.
3,Divide material in parts in line with the school’s learning process
framework. Use the components of this framework or stages of process as
the subsection headings or titles of the material’s different parts.

4.Indicate the competency being addressed and write activities and

assessments aligned with the competency.

5.Give clear and easy to follow directions for activities. Activities should
have a resource or material and questions for students to answer to
enable them to process the information.

6.Provide screenshots of materials, esp. Websites (including their titles and

clickable URL addresses). Test that links are active.

7.Check that Website resources which require students to answer provide

immediate feedback to student actions, decisions or choices.

8.Provide varied formative assessments and at the end, ask students to

reflect on the lesson and comment on how helpful the material was.

RAPATAN2020
 Doug Lemov , 2020

PEAC INSET 2017 https://teachlikeachampion.com/blog/some-handy-tools-for-building-student-engagement-in-online-classes/

PEAC CERTIFICATION ASSESSMENT INSTRUMENT

IN THE LEARNING PLAN, WE WILL

SEE…
Standards stated at start of plan.

Procedures related to A, M, and T.

Plan ends with Performance
Task.
Activities and strategies done in procedures
describe student actions more than teacher
actions. Less teacher talk, more student
interaction.

• Values integration with Vision-Mission

• Activities and questions related to 7Cs
• Activities and questions related to social
issues and community events
• Activities and questions connecting to other
subjects
Activities that are differentiated or show use of
multiple intelligences; choice in roles or products
in performance task
Use of multimedia and other apps to
present lesson or produce student output
⮊ Review Alignments in Unit Curriculum Map.
⮊ Sample Unit Learning Plan in line with school’s
modality.

PEAC INSET 2017

2022
RAPATAN2017
WRITESHOP
 I can…

I can..
I can…
.

PEAC INSET 2017

PROBLEM-BASED AND
PROJECT-BASED
LEARNING
LEARNING OBJECTIVES

At the end of the lesson, the students should be able to:

a. discuss the salient features of problema-based and project-based learning

and their application to the attainment of learning competencies and
learning outcomes;
b. analyze how technologies for teaching and learning can be maximized in
problema-based and project-based learning; and
c. share some performance standards from the Curriculum Guide that can
employ problem-based and project-based learning.
PROBLEM-BASED LEARNING
True learning is based on discovery
... rather than the transmission of
knowledge.
-John Dewey
NATURE OF PROBLEM-BASED LEARNING

➢ a process of inquiry and solving open-ended questions

Content Standard Application to real life issues

More than one answer/solution

NATURE OF PROBLEM-BASED LEARNING

➢ a process that is used to identify

problems with a scenario to
increase knowledge and
understanding (Ali, 2019)
NATURE OF PROBLEM-BASED LEARNING

FIVE PRINCIPLES OF PBL

Ali (2019)

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.

3. All groups have to participate equally.

4. Students’ learn about motivation, teamwork, problem-solving, and engagement with the task.

5. Materials’ such as data, photographs, articles, can be used to solve the problem.
NATURE OF PROBLEM-BASED LEARNING

SIX-STAGE PROCESS
Lo (2009)

1. Identify the problem 2. Brainstorming

3. Collecting and analyzing the information

4. Synthesizing information

5. Co-building knowledge

6. Refining the outcomes

PROBLEM-BASED LEARNING CYCLE

EXPERIENTIAL LEARNING

EXPERIENCE Activity Phase

Planning effective
use of learning. Exchanging
SHARE reastions and
APPLYING observations.
Discussing patterns
and dynamics.

GENERALIZE PROCESS

Developing real world principles.

PROBLEM-BASED LEARNING CYCLE
THE FLOW OF THE PROBLEM
Introduce the problem
• Meet the Problem Know that they need to know to solve the problem.
UNDERSTAND • Know/Need to Know
THE PROBLEM • Define the Problem Statement Write a statement defining the problem.

• Gather Information
EXPLORE THE • Share Information Presentations, Jigsaw
CURRICULUM • Generate Possible Solutions

• Determine Best Fit Solution

RESOLVE THE • Present the Solution Compare different solutions.
PROBLEM • Debrief the Problem
BENEFITS OF PROBLEM-BASED LEARNING

GHUFRON & ERMAWATI (2018) BARESH, ALI & DARMI (2019)

Self-confidence & Motivation Active learning Fluency in communication Self-confidence

Reduces nervousness Explore resources Improves grammar Increases vocabolary

Easy learning Positive attitude to learning Increases comprehension

Increases responsibility Problem-solving skills Enhance pronunciation & annotation

Self-directed learning
BENEFITS OF PROBLEM-BASED LEARNING

PBL NON-PBL

Self-confidence & Motivation Active learning Fluency in communication Self-confidence

Reduces nervousness Explore resources Improves grammar Increases vocabolary

Easy learning Positive attitude to learning Increases comprehension

Increases responsibility Problem-solving skills Enhance pronunciation & annotation

Self-directed learning
PROJECT-BASED LEARNING
NATURE OF PROJECT-BASED LEARNING

➢ Task resulting to the generation of solutions to real-world problems.

Learning by doing – John Dewey

Student-centered Approach

Constructivist Theory - Lev Vygotsky

BENEFITS OF PROJECT-BASED LEARNING

Research Methodology Skills (Tiwari, Arya, & Bansal, 2017)

Oral Communicative Skills (Bakar, Noordin, & Rali, 2017)

Development of Life Skills (Wurdinger & Qureshi, 2017)

END