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Technology for teaching and learning 2

Bachelor of Secondary Education (President Ramon Magsaysay State University)

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Technology for
Teaching and
Learning
For Language Education
English/Filipino
2
Felina P. ESPIQUE, PhD
SHIRLEY L. AYAO-AO, PhD

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Foreword
Setting new benchmarks for teacher education is no mean task. This is so in
the instance of Project WRITE (Writing Resources for Innovative Teacher Education)
which we initiated on August 4, 2006 that led to the production and publication of
textbooks and workbooks.
It was a yeoman's task to gather our colleagues from Luzon, Visayas and
Mindanao and motivated them to get involved in a textbook writing process. The best
happened such that we were able to form a prolific partnership as proven by this
WRITE publication.
Technology for Teaching and Learning II is aligned with the Philippine
Professional Standards for Teachers (PPST), the standards of quality teaching in the
Philippines. The PPST consist of seven (7) domains and thirty seven (37) strands and
148 performance indicators of good teaching. The PPST are focused on the
development of the 21st Century teacher who can respond to the demands of the K to
12 Basic Education Curriculum which the Department of Education began
implementing in SY 2012-2013. This textbook is also aligned with the Program
Outcomes common to all teacher education programs as contained in CMO No. 74-80
and No. 82, s. 2017 and with the current trends in education such as constructivist,
integrative, interactive, collaborative, inquiry-based, brain-based, research-based and
reflective cteaching-learning.
We gratefully acknowledge the authors, Dr. Felina P. Espique and Dr. Shirley
L. Ayao-ao, for sharing their expertise.
This Project WRITE publication is one of the latest editions of the more than
60 publications that are in active circulation throughout the country. We look forward
to more publications that will help improve teacher performance by enhancing both
the pre-service and in-service phases of teacher education.
Onward to Project WRITE!
BRENDA B. CORPUZ, PhD
MILAGROS L, BORABO, PhD
MARIA RITA D. LUCAS, PhD
ELMER B. DE LEON, DEM
PAFTE, Project Write Committee

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PREFACE
"We need technology in every classroom and in every student in teachers hand,
because it is the pen and paper of our time, and it is the lens through which we
experience much of our world,
-David Warlick

The knowledge and skills in using educational technologies are a fundamental

requirement that every facilitator of learning should master. In the educational setting
today, educational technologies are major tools, which all teachers and students, must
be armed with. As curriculum develops, educational technologies also advance.
Educational technology and curriculum go together. As Curriculum developers review
and enhance curricular programs, schools need to update their technological
resources.
This resource book on Technology for Teaching and Learning 2 in module
form is designed to help the facilitator of the course and the pre-service teachers to
demonstrate all the intended learning outcomes of the three-unit course as per CMO
74 and 75 of the 2017 New Teacher Education Curriculum.
Technology for Teaching and Learning 2 is a required course for all the degree
programs in teacher education. The contents of this resource book covers the course
description for the BEED and BSED and BPED Program as provided by the CMO
which .read as follows:
 BEED — this course is designed for prospective teachers to develop and use
digital and non-digital teaching-learning resources using technology tools
appropriate in various subject areas in the elementary level. Further, the course
will provide opportunities for students to use technology tools to develop
project-based collaborative activities and share resources among communities
of practice.
 BSED TTL 2 is a three-unit course that focuses on the application, design,
production, utilization, and evaluation of Information and Communication
Technology for Teaching and Learning in the secondary Language Education,
Mathematics, Science, Values Education, and Social Studies Programs. The
major requirement of this course is an ICT-Integrated and Project-based
Learning Plan aligned to the K to 12 Curriculum. All the learning activities

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and course requirements will revolve around the student-teacher developed

Learning Plan.
In the context of the specific field of specialization, the pre-service teachers will be
able to:
1. utilize ICT to promote quality, relevant, and sustainable educational practices
in teaching and learning;
2. develop inquiry-based or project-based collaborative plans and activities
using technology tools;
3. use open-ended tools to support the development of the project-based
collaborative activities in subject-specific application;
4. show skills in the positive selection, development, and use of ICT to facilitate
the production of learning resources in various subject areas;
5. evaluate the relevance and appropriateness of ICT tools and resources based
on the learning context; and
6. use technology tools to collaborate and share resources among communities
of practice.

To ensure that the above-cited course learning outcomes will be demonstrated by the
pre-service students at the end of the course, this resource book is divided into the
following:

Module 1: Learning Plans in the Context of the 21st Century - This module aims to
allow the pre-service or would-be teachers to revisit the curriculum of their field of
specialization through the curriculum guide provided by the Department of Education
(DepEd). This will allow them to be familiar with the content and performance
standards required for every grading period in every grade level. This will also allow
the students to review existing samples of learning plans in their field of
specialization from reliable resources. The review will focus on how ICT was
integrated in the learning plan to allow the learners to acquire the identified learning
outcomes or learning objectives.

Module 2: Exploring Inquiry-Based and Project-Based Learning Plans - This

aims to introduce the integration of Inquiry and or Project-Based Learning (PBL) in
planning a unit for a specific course. Using the inputs taken from reviewing the

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DepEd Curriculum Guide of their field of specialization, the would-be teachers will
identify which unit can be best taught using Inquiry-Based and or PBL.

Module 3: Using Open-Ended Tools in Facilitating Learning - This module aims

to let the pre-service teachers plan for lessons that can be best presented using open-
ended tools. The students will be tasked to explore available open-ended tools
according to their discipline and plan to help their future students to demonstrate the
intended learning outcomes aligned to identified contents and performance standards.

Module 4: Creating Student Sample Projects - This module will allow the students
to create student sample projects as digital authors, create scaffolding materials to
support learning, create presentations for project-based outputs, develop assessment
tools for the created projects and materials after the students have accomplished their
ICT-based unit plans.

Module 5: Developing ICT-Based Instructional Materials - This module aims to

facilitate activities that will enhance the technolOgica1' pedagogical, content, and
knowledge (T PACK) of the students in teaching their fields of discipline. Their
TPACk is expected to be translated to appropriate instructional materials for their unit
plans applying the principles of universal design for learning (UDL).

Module 6: Showcasing the ICT-Pedagogy Integrated Learning Plan Portfolio

In this module, the students will be required to showcase their portfolio containing the
Unit Plan and all the materials developed for the unit. Triangulated evaluation will be
observed in the evaluation of the content and presentation of the portfolio.

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 A. eved from Digital Citizenshipan D TLA 1. Present introduction about digital
Learning Activities to hat citizenship. A basic concept map may be
develop viewing, shown to let students have an initial
listening, speaking, background of what digital citizenship is
reading and writing Relate this to the 21st Century
skills. communication skills that were presented in
the previous activities in this unit. After the
short introduction, let students open a sites
where people can comment on a post
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ge learning Enhance the trieved from ESCO Learning and E TLA 1 Guide the students to explore onT toolsAnnotations on 2 hours
tinedmbm- sample
C. s in
Revisiting of Language e.
learning plans:
integration of 21st
Century communication
skills and ICTs
 p://Intel Unit Plan Index. kills integration. Let them write them write

Weeks 4-6
Developing Problem-based and Project-based Instructional Plans Course Outcome 2: Develop project- and problem-based, collaborative activities using technology tools

Nature of Explain how es. The 2013 Free Education ee A TLA 1. Review samples of project based d Developed checklist
A. 1 hour
ed of the elements of
tion Nature of Project-
s
based and problem-
based approaches in
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language

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 ish Motteram, G, (ed). an A TLA 3. Let them form quadS and choose
2013. Innovations in
:// learning

d and Explain parts of a A. the DepEd Order no. 70, S ing plans B TLA 1. A day before, let students go ing Plan Developed
an UNESCO 2 hours
Basic Parts of a
plate Learning
Learning Pian for
English/ Filipino
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(DepEd sample LP
may be used)

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 B TLA 3. Based on the review of sample plans,
let students prepare their own draft. Give time
for them to create (if no template is available)
the document using a Word application (or
using a paper or manila

Develop a project- d or B. Writing a Develop [Link]/k-K to 12 Curriculum C TLA 1. Using K to 12 curriculum unit they no Developed
4 hours
based or problem lum- Guides t Developed have chosen previously, let them learning outcomes
based language r copy the learning outcomes language based on the
learninc plan that is ngcompetencies and develop learning based on the language learning
ICT- ntegrated or outcomes out of it. Have these written on the competencies
is- language learning template they have created. identified in the K
t. to 12 Curriculum
ct Guide for English/
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 D TLA 1. Let the students assess their own Accomplished
A. learning plan (self-assessment) and assess Self-assessment
lier . Evaluation of the the learning plans of their classmates (peer tools (self and
Developed Learning assessment) peer)
Plan using the
Assessment tool

Weeks 7-9
Unit Topic: Productivity Software Applications/ Tools for teaching and learning Course Outcome 3: Use open-ended tools in subject specific application

A TLA. Let students are their experiences in

Identify uses of Implementation 2 hours
A. using open-ended tools as a student in the
openended tools plan that will
various courses they have already taken. Ask
(productivity tools) in Open-ended tools and describe how the
how the tools were used. Have them give
the teaching learning their uses in teaching open-ended tools
e and learning language specific outputs they have made using word,
of language will be
skills presentation and spreadsheet.
maximized in the
implementation
of the chosen
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language unit.

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 Create student outputssingb. Creating student B TLA 1a. facilitate a discussion on the role
nit Designed student 3 hours
using computer sample
application programs
as evidence of
language learning
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 Prepare IMs that C TLA 1. Give time or students to plan s forCreated teacher
3 hours
will enhance A. instructional materials that they will use sing
language learning Making IMs using open n teaching the topics in their chosen unit ols.
utilizing selected ended tools in teaching considering their objectives. Sample
open- ended tools in language units resentations may be viewed from the site
delivering the posted in Unit 1. Highlight the fact that
learning plan these are samples that can be their guide
in planning and creating their own IM.
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D TLA. Before letting the students Revised unit plan

1 hour
B. proceed to their unit planning, remind with the integration
them of the alignment of the of IMs created

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Revisiting of Project-
based or Problem- competencies, objectives, and learning together with
based learning plan: activities and IMs that will be integrated sample project/s
integration of student in the procedure of the unit plan. It would
samples and teacher- be good to prepare a checklist of the
made IMs. required elements in their unit planning to
be in keeping with the expectations for a
project based/problem-based unit plan.
 ssessmentLearning plan Using learning an assessment too (e.g.,
UNESCO Learning Plan Assessment tool),
let the students assess the learning plans of
the other groups (peer assessment)

Weeks 10-12

Unit Topic: Producing Learning resources using technology tools. Course Outcome 4: Produce learning resources using technology tools in various subject areas

Identify various m GDC Team.(2016). 50 e A TLA 1. In a tabular form, let students list Accomplish a table
1 hour
instructional A. Education Technology . down human and non-human learning with two columns
materials (TMs) and r Human and non- Tools Every Teacher resources/instructional materials that are writing human
technology tools in human learning Should 'Know About. possible in realizing objectives in teaching a resources on the first
language learning resources/ Global digital Citizenship lesson. Let students describe the learning column and non-
instructional Foundation. Retrieved resources they have listed in each column. human resources on
materials/ the second.
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 B TLA 1. Have students answer with
time limit a scavenger hunt activity by
pair for locating technology tools being
described. This will be done in a
computer laboratory with internet access.
If there is no net access just let students
list as many as they can under time
pressure. After the due time, let them
exchange papers with 3 other pairs and
find out the most common technology
tool that students are familiar with. Let
other groups sign their papers as evidence
that they actually shared their answers
with other groups. Summarize by tallying
the responses shared. Ask students to
formulate a simple conclusion about the
ubiquity of technology tools that can be
utilized by Language teachers.
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Explain the C TLA 1. 'Facilitate a discussion on the Prepare a checklist/
2 hours
characteristics of characteristics of good instructional tools rubric for choosing
good/ appropriate A. by using a multimedia presentation. Show the appropriate IMs
IMs and technology Characteristics of Good/ sample technology-based IMs for and technology tools
tools in learning Appropriate 1Ms and students to observe. Ask them to note for teaching
language Technology tools some observations for later discussion.
Post a question on the importance of
choosing the right tools for their unit
plans.
 st of C TLA 2. Let students work by quads
IMs and
ted

Universal B. [Link]/ouAbout UDLt be D TLA 1. Considering the diversity in the T Online

r- Treasure Hunt
eeds (0TH)
0
rch
that
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Create appropriate E TLA 1. Have students use the handout for Create IM Teachers Tech for
ctivityC. Creating teacher 3 hours
IMs using the principles of UDL as they finalize their using a
technology tools in IM. Allow students to work on their IM and technology
learning language show the part of the unit plan where this will tool of their
be used. choice
 ssessmentLearning plan Using learning an assessment too (e.g.,
UNESCO Learning Plan Assessment tool),
let the students assess the learning plans of
the other groups (peer assessment)

Weeks 10-12

Unit Topic: Producing Learning resources using technology tools. Course Outcome 4: Produce learning resources using technology tools in various subject areas

Identify various m GDC Team.(2016). 50 e A TLA 1. In a tabular form, let students list Accomplish a table
1 hour
instructional C. Education Technology . down human and non-human learning with two columns
materials (TMs) and r Human and non- Tools Every Teacher resources/instructional materials that are writing human
technology tools in human learning Should 'Know About. possible in realizing objectives in teaching a resources on the first
language learning resources/ Global digital Citizenship lesson. Let students describe the learning column and non-
instructional Foundation. Retrieved resources they have listed in each column. human resources on
materials/ the second.
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 se in Give them the chance to choose the se checklist
on- teachtomorrow.
the to
ools/
How is this different evious
from open-ended
tools which are also
technology tools?
identify these-seems
to overlap with Unit
4 C)

Weeks 13-15
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Unit Topic: Using ICT resources for Language Learning. Course Outcome 5: Evaluate the relevance and appropriateness of ICT resources in Language Learning

esources Characterize _____(2016).Using A TLA 1. Give a word puzzle that contains n- Listing of
A. 2 hour
Digital. [Link] a mixture of digital and non-digital characteristics
tools Characteristics
u/ resource examples. Let students find the of
words that they consider as resources. After

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their answers are checked, organize the
words according to its type. Let them post
these On the board for checking and
finalizing the list. Ask them to justify why
they consider
 eness of Determine the of B TLA [Link] a list of Learning activitiesthe Write a justification of
B. 2 hours
urces relevance and t in with their respective digital and non-digital
Relevance and resources. A case scenario can also given
appropriateness of
digital and non-digital
resources

Develop assessment ol C TLA 1. Using the ideas generated and noted ating Create rubric/rating
C. 5 hours
tool to evaluate he in the previous activity, let students
Assessment tools for
relevance and d
selecting relevant and
appropriateness of
appropriate digital and
ICT resources to the t.
non- digital resources
learning context t
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 Weeks 16-17
Unit Topic: Technology tools for collaboration Course Outcome 6: Use technology tools to collaborate and share resources among communities of practice

ICT Identify features A. Online Teaching Tools A TLA 1. Facilitate a collaborative eir Students write a Sample sites
3 hours
r e Features and uses of and Resources. (2016). m activity where students will reflect on reflection on a whole ed
n and ICT tools for Yale Center for Language the essence of collaboration in general. sheet of paper
of collaboration and Study. Retrieved from Start by grouping the students with 6-8 highlighting the
sharing resources in [Link] members. Provide individual cut-outs importance of
Language Learning teaching-tools-resources of body parts given to each members collaboration and their
e completing all the body parts. Let role in
students post on an assigned corner in
the classroom one by one as their body
part is called to post. A Manila paper,
can be used for posting the body parts.
When everyone is called and has
posted, let the other groups
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 s A TLA 2. Ask students to accomplish
s, a K-W-L chart for the topic on ICT
Tools for collaboration and sharing
dy resources. Provide a template or
ng students will just be instructed to
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Engage in a
B.
Community of
Communities of
Learning (COL) for
practice/ community
language teachers
of Learning for
and learners
Language teachers
 B TLA 1. Ask students to group themselves Accomplish a checklist munity Online
2 hours
and make a word cloud for COMMUNITY. for evaluating online
s of
y They can create this online (e.g communities
(local and he [Link]
al international) generators/) or they can just create using
t of
recycled bond
rding
ticles)

d
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 the C TLA 1. Group students and have them
. search for at least 3-5 peer reviewed research
nt
e

Design a collaborative it D TLA 1. Have students plan for a ing activity Accomplish a
B. 2 hours
activity using t collaborative activity using the appropriate collaborative
Revisiting of PB
appropriate technology istcollaborative tool that can be integrated In the
learning plan:
tools learning activities of their unit. Revise their
integration of
unit plan to accommodate the collaborative
collaborative
activity drafted.
activities in
Language Unit plans
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T-based Implement the m E TL A 1. Give time for students to organize Accomplish a checklist
C. 4 hours
laborative designed their instructional materials for their for the components of
Demonstration of
microteaching. Provide the microteaching ng the unit portfolio
designed learning
rubric a day/week before the actual
plans
 se E TLA 2. Before the actual teaching, give Reflection paper on
student implementation
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F TLA 1. Prepare survey questions to be Use survey monkey linkin Teacher will
A. 1 hours
posted in Survey monkey that will be sent to (to be prepared) sign up for an
Course Reflection account

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(optional)
 Suggested Readings ing, 16 (6). Anders, A. (2015). Theories and applications of massive online open courses (MOOC): The case of Hybrid design. International Review of
and References
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Requirements Course Microteaching/Demonstration teaching Portfolio Learning Plan Unit Plan or Learning plans Assessment tools (rubrics, checklists,

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Grading System Midterms Finals Prelims

Policies Classroom  
ir Use Guidelines in using Multimedia materials should be considered every time online resources are utilized. Turn m original outputs as required.

Shirley L. Ayao-ao, LPT, PhD Felina P. Espique, LPT, PhD Prepared by:
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MODULE
Learning Plans in the
1
Context of the 21st
Century

Learning Outcomes

At the end of the Module, the students should have:

 discussed the role of technology for teaching and 'learning in the light of the K to 12
Curriculum Framework;
 reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century
skills;
 reviewed learning plans from various sources that integrated ICTs in the teaching
learning process; planned activities integrating ICTs that would facilitate the
 development of 219t Century skills required in the curriculum guide; and
 brainstormed about digital citizenship and related this to the development of 21st
Century skills among learners.

Introduction
The basic education curriculum of the country was enhanced with the implementation of
the K to 12 Curriculum. The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of elementary education, four years of Junior High School, and two years
of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.
The implementation of the K to 12 Curriculum is expected to contribute to the
country's development in various forms. It is believed to be necessary to improve the quality
of our education which is critical to our progress as a nation.

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One of the features Of the K to 12 curriculum is the requirement to equip every graduate with
the following skills:
 information, media and technology skills;
 learning and innovation skills;
 effective communication skills; and
 life and career skills.
The development of these skills can be done with the aid of technologies for teaching and
learning which the focus of this course is. This course aims to present activities that will
prepare pre-service teachers to integrate ICTs in 'the teaching-learning processes in the
various fields of specialization. It aims to help pre-service and in-service teachers to expand
the boundaries of their creativity and that of their students beyond the four walls of the
classrooms. It aims to enable teachers to discover the power of computer technologies as
teaching tools for greater learning.

LESSON 1
The K to 12 Curriculum Framework
Learning Outcomes

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

 discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy
integration skills.
 analyze the learning competencies of every year level according to the field of
specialization of the pre-service
 review some units in the curriculum guide with focus on the development of 21st
Century skills.

Excite
Step 1: Knowing Each Other

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At this time, introduce yourself and meet other classmates by choosing any kind of
educational technology to represent your personality and profile. The information you will
get from your classmates from the activity will be valuable information for you to use as you
complete this module and the succeeding modules.
Introduce yourself to the group using a specific technology that was introduced in
TTL 1 or that you have been using to represent you. Explain why you selected that
technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, Share the learning outcomes you were able to
demonstrate well in TTL 1. Reflect and share why these learning outcomes were
demonstrated well in the class, Moreover, identify the intended learning outcomes in terms
Of knowledge and skills in TTL I that you were not able to demonstrate in the class. Discuss
how you can help yourself as a class. Demonstrate these to ensure that you can cope with the
requirements Of Technology for Teaching and Learning 2.

Step 3: Reflecting on Technology-based Learning Experiences

Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher's integration
of ICT? Why?
If you are to enhance the ICT used by your teacher, how will you do it? Will you use
the same ICT or will you modify how it was integrated?

Explore
The implementation of the K to 12 Curriculum of the Department of Education paved
the way for the enhancement of the Teacher Education Curriculum of the Commission on
Higher Education (CHED). The salient features of the K to 12 Curriculum have been
thoroughly considered to ensure that all the courses in the teacher education program will
meet the demands of the 21st century classrooms. One of the considerations is the need to
implement the following salient features of the curriculum through integrating technologies
for teaching and learning. The use of technologies is done in the different levels of learning
and in teaching the various fields of specialization.

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1. Strengthening Early Childhood Education (Universal Kindergarten)

With the Universal Kindergarten program of the Department, every Filipino child is
expected to have access to early childhood education. This access can be facilitated using
technological tools that are readily available to the school for teachers' use.
The use of technology in Kindergarten by various schools is very evident in teaching the
kindergarten pupils the alphabet, numbers shapes, and colors through games, songs, and
dances in their Mother Tongue.

2. Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students
are often heard saying, "Do I need to know these to live a meaningful life?" "How will I use
this lesson in the actual workplace? What is the relevance of this to me?" and so on. The
answer to the question of relevance is vital to help the teachers think of some ways by which
they will be able to let their students realize that their daily lessons are of good use to their
personal well-being and to their professional preparation. Sara Bernard (2010) stressed that
students need to have a personal connection to a lesson material that can be done through
engaging them emotionally or through connecting the information with that which they
already know. This she calls "Give It Context, and Make it Count."
Briggs (2014) shared some few tips for making learning engaging and personally
relevant as cited by Willis, Faeth, and Immordino.
-Yang:
 Use suspense and keep it fresh - Drop hints about a new learning unit before you
reveal what it might be, leave gaping pauses in your speech, change seating
arrangements, and put up new and relevant posters or displays; all these can activate
emotional signals and keep student interest piqued.
 Make it student-directed - Give students a choice of assignments on a particular
topic, or ask them to design one of their own. "When students are involved in
designing the lesson, they better understand the goal of the lesson and become more
emotionally invested in and attached to the learning outcomes.
 Connect it to their lives and to what they already know - Taking the time to
brainstorm about already know and would like to learn about a topic helps them to

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create goals. This also helps teachers see the best points of departure for new ideas.
Making cross-curricular connections also helps solidify those neural loops.
 Provide utility value - Utility value provides relevance first by piquing students and
by telling them the content is important to their future goals; it then continues by
showing or explaining how the content fits into their plans for the future. This helps
students realize the content is not just interesting but also worth knowing.

 Build relatedness - Relatedness, on the other hand, answers the question, "what have
these to do with me?’ It is an inherent need students to feel close to the significant
people in their lives, including teachers, Relatedness is seen by many as having non-
academic and academic sides.

To be able to apply the tips recommended by various experts and to allow students to realize
the value of their curriculum, technological tools can be used. 21st Century learners are
expected to be demonstrating 21st Century competencies such as collaboration, digital
literacy, critical thinking, and problem solving to be able to thrive in this world (Rich? 2014),
Contextualizing the curriculum of the students for meaningful learning poses challenges in
enhancing teachers' pedagogical skills as well as technological skills.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

To be able to promote the child's dominant language and to use it as a language of
instruction, maximum use of technological tools is highly encouraged. Currently, a lot of
teachers and schools are into developing learning materials to be able to implement the MTB-
MLE program properly especially that there is a dearth of printed and e-materials in the
mother tongue of the students. Mother Tongue is used in instruction and learning materials of
other learning areas.
The learners retain their ethnic identity, culture, heritage and values.
Children learn better and are more active in class and learn a second language even faster
when they are first taught 'in a language they understand.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

Learning basic concepts that 'lead to a more complex and sophisticated version of the
general concepts entail TPACK: Technological knowledge, pedagogical knowledge, and

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content knowledge. Rediscovering concepts previously presented as students go up in grade

level will be fully supported if all the areas of specialization will be aided 'by technologies for
teaching and learning. This will further strengthen retention and will enhance mastery of
topics and skills as they are revisited and consolidated time and again. This also allows
learners to learn topics and skills appropriate to their developmental and cognitive skills,

5. Gearing Up for the Future

The K to 12 Curriculum ensures college readiness by aligning the core and applied
courses to the College Readiness Standards (CRS) and the new General Education (GE)
Curriculum, Hence, the K to 12 Curriculum focused on developing appropriate Specialization
Subjects for the Academic, Sports, Arts and Design, and Technical Vocational Livelihood
Tracks. All of these specialization subjects have to be supported by educational technology
for better learning.

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,

21st Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate is expected to be
ready to go into different paths - higher education, employment, or entrepreneurship. Every
graduate is expected to be equipped with information, media and technology skills, learning
and innovation skills, effective communication skills, and life and career skills. This may
happen with the proper implementation of the curriculum and with the facilitation by
excellent teachers. For teachers to maintain excellent performance, they need full support,
one of which is technological support.

Step 1: Introducing the Technology for Teaching and Learning 2 Course

The Technology for Teaching and Learning 2 Course helps you use the power of
computer technologies in the different fields of specialization to spark student imagination
and ultimately move, motivate, and support students toward meaningful learning.
Let us assess your prior knowledge on how you, pan best use computer technologies
to enhance learning, answer this question by writing your answer in the box provided:

How can technology be used most effectively in the various fields of specialization to support
and assess student learning?

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Step 2: Setting My Outcomes for this Course

It must be noted that course outcomes can be achieved if clearly set. Therefore, there
is a need to ground this course with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various technological' resources and tools
that can help you create your plans and materials, 'improve your instruction, and enhance
your future students' learning.

Collaborate with your teacher and colleagues and think about what you must do to be
able to make the most out of this course. Answer the following questions:
1. How will I apply all the knowledge and skills that I learned in
TTL 2 in teaching my field of specialization?

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2. How will I develop learning plans for my classes to make sure that available
technologies for teaching and learning will be put to use for meaningful learning?

3. How will I ensure that my goals in this course will be achieved?

Teachers play a very important role in the facilitation of student learning by

designing, implementing and evaluating the curriculum. In the Philippines, teachers are
expected to actively engage themselves in curriculum design to ensure that the K to 12
Curriculum will be best delivered to fully realize its intended learning outcomes.

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Teachers make decisions about how they will implement the curriculum of their
specific field of specialization. They decide on how they must structure the activities of their
lessons and manage students' responses and ideas. Hence, the decision of teachers is very
important. It has an impact on the students' learning. The following are points to consider in
identifying and understanding teachers' roles as curriculum designers:

 Undoubtedly, the most important person in the curriculum implementation process is

the teacher. With their knowledge, experiences and competencies, teachers are central
to any curriculum development effort. Better teachers support better learning because
they are most knowledgeable about the practice of teaching and are responsible for
introducing the curriculum in the classroom (Alsubaie, 2016).

 Curriculum is the planned interaction of pupils with instructional content, materials,

resources, and processes for evaluating the attainment of educational objectives —
Jadhav and Patankar (2013).

 Curriculum is content, but when contextualized, it comes alive for students. The role
of teachers in the curriculum process is to help students develop an engaged
relationship with the content. Active learning increases the focus and retention of the
curriculum, resulting in an exciting learning environment. Teachers build lessons that
include simulations, experiments, case studies and activities to deliver a curriculum.
This interactive approach intertwines curriculum and practical experiences that
immerse students in learning. The curriculum process provides an opportunity for
teachers to be creative and put their unique stamp on the classroom experience
(Meier, 2018),

 Teachers, on their part, have practical knowledge based on their daily work with
students. This knowledge is useful to curriculum committees because teachers can
assess whether the ideas being developed will work in the classroom (Young, 1988).
Step 1: Considering my Role as Curriculum Designer
With the points of reference provided about curriculum and the teacher' participate in
a face-to-face discussion with the whole group about how your field of specialization (Ex.
Physical Education, English, Filipino, Social Studies, Mathematics, Science and so on) was
designed. In the discussion, you are asked to thoughtfully consider your role as a curriculum

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designer. Go over the Curriculum Guide and discuss together the essential features, focus,
and the general content and performance standards of your field of specialization or major per
grade or level.
Step 2: Integrating Technologies for Teaching and Learning
After having an in-depth understanding of the general nature, focus, and non-negotiable
standards set for your field of specialization, share with the group some technological
resources and tools that can help you deliver you lesson to raise at a high level of excellence.
Brainstorm on how these technologies can be integrated properly and how they will
meet the important learning outcomes and the 21st Century skills. Share the results of your
group discussion in the class.
Answer the following:
1. How will technological tools for teaching and learning promote the salient features of
the K to 12 Curriculum?

2. What are the 21st Century skills that are highly required to be developed by your field
of specialization? Rank them in terms of the identified standards and competencies of
your curriculum guide.

LESSON 2
ICT-Pedagogy Integration in
Language Learning Plans

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Lesson Outcomes

At the end of the 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 in the learning procedures to be able to
attain the learning outcomes; and
 plan for some activities that will help develop digital citizenship and relate this to
the development of 21st Century skills among learners.

STEP 1: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior knowledge and skills
on how information, communication, and technologies (ICTs) were successfully used by your
teachers in the lower level. Recall the ICT tools that were used by your teachers in your
language class, Filipino or English, and describe how these were used to help you understand
your lessons. Get a paper to scribble your recollections. Write at least five lessons vis-å-vis
the ICT tools and a short description of how these were used.

STEP 2: Sharing of the ICT-Pedagogy Experiences

With three (3) members in your group, each of you will share his/her scribbled
experiences. To facilitate the group sharing, assign a facilitator a recorder, and a reporter.

STEP 3: Reporting
To allow everybody in the class to learn from the small group sharing, assign a
reporter from your small group to share the gist of your small group sharing with the whole
class.
Excite
Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been increasing and changing. With these challenges,
teachers need to engage educational technologies to assist them in the teaching-learning
process. Engaging educational technologies in teaching are founded on principles and

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philosophies. Understanding these will help you successfully integrate technologies to allow
your students to demonstrate the intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend Skills. For example, if a teacher merely
tells a student to read a book without any preparation for follow up activities that put
the book in a pedagogical context, the book is not integrated. In the same way, if the
teacher uses the computer to 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 intinction, 2) matching software with basic skill competencies,
and 3) keyboarding with word processing followed up with presentation tools.

2. International Society for Technology in Education (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. The technology should
become an integral part of how the classroom functions as accessible as all other
classroom tools.

3. 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.

4. 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' efforts in recent years. Based on

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the scope of Content covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
5. 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.
6. 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 (ICT)
Before you can successfully integrate ICTs in your language instruction, there is a
need to have a good grasp of what Information and Communication Technology (ICT) is all
about. Specifically, there is a need also to determine the ICTs that are available for language
education. The following are the definitions of ICT from various sources:

1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from
handheld calculators to multimillion worth supercomputers. It includes the full range
of display and projections devices used to view computer output. It includes local area
networks and wide area network that will allow computer systems in people to
communicate with each other. It includes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites, and fiber optics. It includes
computerized machinery and computerized robots.

2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to communicate,
create, disseminate, store, and manage information. These technologies include
hardware devices, software application internet connectivity, broadcasting
technologies, and telephony.

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3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit,
store, create, share or exchange information. These technological tools and resources
include computers, the Internet (website, blogs and emails), live broadcasting
technologies (radio' television and webcasting), recorded broadcasting technologies
(podcasting, audio and video players and ' storage devices) and telephony (fixed or
mobile, satellite, vision/video-conferencing, etc.)
UNESCO defines it also as a scientific, technological, and engineering
discipline and management technique used. ICT also refers to handling information,
its application, and association with social, economic, and cultural matters.
4. Ratheesvari (2018)
Information Communication Technologies (ICT) influence every aspect of
human life. They play salient roles in workplaces, in business, education, and
entertainment. Moreover, many people recognize ICTs as catalysts for change that
include change in working conditions, handling and exchanging Information, teaching
methods, learning approaches, scientific research and in accessing information
communication technologies. In this digital era, ICT is important in the classroom for
giving students opportunities to learn and apply the required 21st Century skills. ICT
improves teaching and learning and helps teachers perform their role as creators of
pedagogical environments. ICT helps a teacher to present his/her teaching attractively
and enables learners to learn at any level of an educational program.

Using ICT Integration Frameworks in Language Education Learning

Plans
There are a lot of concepts provided by experts relevant to integrating technology in
instruction apart from the above citations. These concepts are very, helpful to clarify lingering
issues on how technologies are properly integrated in the teaching-learning process. It must
be noted that there are possible instances when technologies are used in the classroom but the
way these are used does not promote learning and does not help facilitate the attainment of
the intended learning outcomes set for a class. There is a need, therefore, to enlighten you on

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the principles on how educational technologies contribute to the facilitation of the teaching-
learning process. For this purpose, the following framework may serve as a guide in
integrating ICTs in developing learning plans or lesson plans in the different subjects
particularly in developing learning plans or lesson plans in language education.

A. Conversational Framework of 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:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.
Vis-a-vis the five events are specific teaching strategies, learning actions or
experiences, related media form, examples of non-computer based activity, and examples of
computer-based activity.

Teaching
Teaching Learning Examples Examples of
and Related Media
Action or Action or of Non Computer- Computer-Based
Learning Form
Strategy Experience Based Activity Activity
Event

Acquisitio Show, Attending, Narrative: Linear TV, video, Lecture notes online,
n Demonstrate, Apprehending, Presentational. film, lectures, streaming
Describe, Listening Usually same 'text' books, other print videos of lectures, DVD,
Explain acquired publications multimedia including
simultaneously by digital video, audio clips,
many people and animations

Teaching and Learning Events and Associated Media Forms

(Czerniewicz & Brown
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Discovery Create or set up Investigating, Interactive: Libraries, CD based, DVD, or Web

or find out or Exploring, Non-linear galleries, resources including
guide through Browsing, presentational, museums hypertext, Enhanced
discovery spaces Searching searchable, hypermedia, multimedia
and resources filterable etc. but resources. Also
no feedback information gateways.

Dialogue Set up, Discussing, Communicative: Seminary Email, discussion,

Frame, Collaborating, Conversation tutorials, forums, blogs
Moderate, Reflecting, with other conferences
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing

Practice Model Experimenting, Adaptive: Laboratory, Drill and practice, tutorial

Practicing Feedback, field trip, programmes, simulations,
learner control simulation, role virtual environments
play

Creation Facilitating Articulating, Productive: Essay, Simple existing tools, as

Experimenting, Learner control object, well as
Making, animation, especially created
Synthesizing model programmable
software

The Laurillard's Conversational Framework (LCF) is relevant in the field of language

education since this field requires appropriate and complex use of various technologies. The
framework clearly presents the way teaching events in language classrooms can be
thoroughly related to their language learning events. Language teachers need to
systematically match their teaching styles to the learning needs of their students. By this, the
Integration of ICT and pedagogy will be done in a comprehensive and meaningful, way.
The usefulness of LCF in language education was analysed in a study that was
conducted by Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the
effectiveness of LCF in developing the writing component of foreign language learners'
(FLLs') communicative competence in blended learning (BL) context, as compared to a face-
to-face (F2F) context. The FLLs in the study comprised three intact classes from a foundation
course at a Saudi university. The three skills addressed consisted of the use of the past tense
to describe past events and form wh-questions, as part of grammatical competence, and
writing a letter of complaint, as part of sociolinguistic competence.

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To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners' development in the three
aforementioned skills. The corresponding test results were then compared with those of a
control group. Moreover, the benefits of LCF were examined by gathering the learners'
perceptions of the intervention and analysing their engagement with the teacher, peers, tasks
and language.
The study revealed that LCF was more effective in the BL than in the F2F context, in
terms of developing the learners' skill in forming wh- questions. However, both contexts
almost equally developed the- learners' skills in using the past tense and writing a letter of
complaint. Moreover, interviews with volunteers from the two experimental groups,
observing their engagement, and analysing their conversations, revealed positive perceptions
amongst learners with an intermediate level of English language proficiency. On the other
hand, two different factors affected their perceptions of the intervention: language proficiency
and the willingness of peers to collaborate. Another factor affecting perceptions of BL was
lack of familiarity with the technology applied. It is therefore recommended that this barrier
be overcome and the use of BL, given its effectiveness for the development of more writing
skills be encouraged.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental
elements. These are pedagogy, social interaction, and technology. These elements are
diagrammatically represented by Wang in Figure 1.

Interaction with
content

Pedagogy

Interaction with
people

Social Interaction Technology

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Figure 1: The ICT Integration Framework

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.
The pedagogical design a language teacher will use needs to include 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 pedagogical design, it is crucial to look into the
learning environment and ensure that this environment will provide help to fulfil 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.
Social interaction activities as one of the elements 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 teacher and the learners may use computers to connect
and learn through the computers that are now connected world-wide. With the advent of
computer-mediated communication (CMC), planned social interaction activities that aim to
enhance language learning becomes 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.
To engage the learners in the teaching-learning process fully and meaningfully, the
social design of the 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. The third element of the framework is the
technological component that generally uses computers to support various learning activities.

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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. In order for any
online interaction activities in a language classroom to be effective, there is a need to
consider the 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.
In the 21st Century classrooms, 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.

C. Categories for Information Communication and Technology (ICT) in Teacher

Training
There is a lot of researches 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 will be used as a guide. Jung (2005) was able to organize
various ICT teacher training efforts into four categories. This is presented in this
framework.

Core Technology

ICT as core delivery

ICT as main content focus
technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or

ICT as facilitating or
methods
networking technology

Complementary Technology

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D. 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).

Knowl Knowl Knowl

edge edge edge
Acquis Deepe Creat
iton ning on

Understanding ICT in Policy Policy Policy

Educa琀椀on Understanding Applica琀椀on Innova琀椀on

Curriculum and Basic Knowledge Knowledge

Assessment Knowledge Applica琀椀on Society

ICT- enhanced Complex Self-

Pedagogy
Teaching Problem-solving management

Applica琀椀on of Digital
Applica琀椀on Infusion Transforma琀椀on
Skills

Organiza琀椀on and Standard Collabora琀椀ve Learning

Administra琀椀on Classroom Groups Organiza琀椀on

Teacher Professional Teacher as

Digital Literacy Networking
This framework, whichLearning Innovator
is a part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable economic
ICT Competency
development anchored Framework
on the principles and for Teachersof(UNESCO,
objectives 2018) Development
the Millennium
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

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based on human capacity development knowledge acquisition, knowledge deepening, and

knowledge creation.

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 in order to generate
knowledge;
 enable people to be knowledgeable and resourceful so they are able to 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.

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 cooperative interactions, collaborative learning and group work.

Experience

Step 1: Reading ICT Integrated Learning Plans in English and Filipino

Read the following examples of Learning Plans for language teaching. These sample
learning plans may help you develop your own learning plans that integrate ICT to attain
your learning outcomes. After reading the learning plans, do the series of activities that
follow.

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Learning Plan 1

Reporter's Notebook
By Heather Ann F. Pulido and Melody C. Bao-in
Targeted Philippine Basic Education Curriculum Competencies
ENGLISH 8, Fourth Grading, Reporter's Notebook (Junior Edition), 12 days

Content Standard

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The learner demonstrates an understanding of South and West

Asian s literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word
decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical Connectors in journalistic writing.

Performance Standard
The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral speech
featuring the use of properly-acknowledged information sources, grammatical signals for
opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behaviour.

Learning Competencies
 Use active and passive construction in a journalistic context.
 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.

Unit Summary:

In this unit, the students will act like junior reporters as they learn the proper use of
logical connectors, active and passive voices, past and perfect tenses, as well as direct and
reported speech in journalistic writing. The teacher will utilize interactive PowerPoint
presentations, sample printed and online articles as well as related web pages and videos in
explaining the grammatical structure and journalistic content of news, opinion, and feature
stories. Based on the discussed concepts, the students will create their own journalistic
articles. The students will then collaborate and make a newspaper spread through MS
Publisher. They will be evaluated by their group members' by other groups and by the
teacher. This will be the students' final output for English in the 4th quarter. It will be
assessed using journalistic standards for content and organization and related grammar rules.
Ultimately, students will appreciate the role of journalism in keeping the society informed
and in forwarding significant changes.

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Student Objectives/Learning Outcomes

Week 1
Day 1:
Through an introductory PowerPoint lecture presentation on the concepts of
journalism, the students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and feature writing;
b. describe the personal significance of reading news, Opinion, and feature articles to
their daily life by making a creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given samples of news,
opinion, and feature articles.
Day 2:
By analysing samples of journalistic articles, the students will be able to: a. recognize
the essential journalistic content and proper grammatical structure of news, opinion, and
feature stories;
a. compare the content and structure of news articles with the two other journalistic texts
through a diagram; and
b. assemble given journalistic content into a properly structured news spread that will
serve as a model for their long-term project using MS Publisher.
Day 3:
Through an interactive discussion about the past and the perfect tenses, the students
will be able to:
a. identify how to apply past and past perfect tenses in making clear and meaningful
sentences;
b. discuss the functions of past and past perfect tenses in writing a journalistic article by
a brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting sentences from news,
opinion, or feature articles.
Day 4:
Through an interactive discussion about the active and the passive voices, the students
will be able to:
a. discern the use of active and passive voices in making clear and meaningful
sentences;
b. differentiate the function of active and passive voices through a creative dialogue; and

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c. revise sentences according to the rules of active and passive voice in journalistic
writing.

Learning Plan 2
Philippine Secondary High School K to 12 Curriculum for Filipino
1. Naipahahayag ang mahahalagang kaisipan sa napakinggang mitolohiya.
2. Nasusuri ang nilalaman, elemento, at kakanyahan, ng binasang sanaysay gamit ang
mga ibinigay na tanong.
3. Naibabahagi ang sariling reaksiyon sa ilang mahahalagang ideyang nakapaloob sa
binasang parabula.

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4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin ay ipinararanas
ng may-akda sa pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento ay maaanng mangyari sa
tunay na buhay.
6. Nailalarawan ang kultura ng mga tauhan na masasaiamin sa ilang kabanata ng nobela.

Mga Layuning Pampag-aaral

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo tungkol sa
Mitolohiyang Rome, ang mga mag-åaral ay inaasahang:
1. naiisa-isa ang mga tauhan sa napanood na dokumentaryo;
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at diyosa na maaari nilang
maisabuhay; at
3. nakasusulat ng sariling mitolohiya batay sa paksa ng akdang binasa.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at gamit ng
pandiwa, ang mga mag-aaral ay inaasahang:
1. nakapagbibigay ng halimbawa ng gamit ng pandiwa batay sa akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat ng sariling
pangungusap; at
3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang Cupid at Psyche.

Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib

Gamit ang pangkatang brain storming patungkol sa mga elemento ng
sanaysay at ang Alegorya ng Yungib, ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya ng Yungib;
2. nailalahad ang aral na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling sanaysay na kinapapalooban ng lahat ng elemento ng
sanaysay.

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Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa

Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag, ang mga mag-aaral
ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa pagpapahayag ng pananaw
mula sa akdang Ningning at Liwanag;
2. naipahahayag ang mga mahahalagang mensahe na ipinaparating ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na nais matupad.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa

Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang mga mag-aaral
ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa
mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.

Aray 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-sunod ng mga

Pangyayari
Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe Butil ng Kape, ang mga
mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda;
2. nailalahad ang mga kabutihang asal na napulot sa akda maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginaganlit pagsusunod-sunod ng mga
pangyayari.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
Gamit ang grapikong representasyon na tumutukoy sa kasaysayan ng
epiko at Epiko ni Galgamesh, ang mga mag-aaral ay inaasahang:
1. napangangalanan ang mga tauhan sa epiko;
2. nailalahad ang kahalagahan ng pag-alam sa kasaysayan ng epiko sa pag-papaunlad ng
kanilang buhay; at
3. nakabubuo ng malikhaing timeline na naglalarawan sa pag-unlad ng epiko

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4.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang
Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang paglalahad ng
pagiging, ang mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa akdang Tuwaang;
2. nakapagbabahagi ng mga magagandang asal na natutunan sa akda; at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng mabisang paglalahad.

Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon

Gamit ang mabisang talakayan ukol sa Ang Kuwintas at kultura ng France, ang mga
mag-aaral ay inaasahang:
1. naibibigay ang mga naging tunggalian sa akdang Ang Kuwintas;
2. natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa maikling kuwentong
napakinggan; at
3. nailalarawan ang kultura ng France sa pamamagitan ng isang pinta.

Araw 10: Anapora at Katapora

Sa pamamagitan ng graphic orgaanizer tungkol sa anaphora at katapora, ang mga
mag-aaral ay inaasahang:
1. nailalahad ang pagkakaiba ng anapora at katapora;
2. naibabahagi ang mahahalagang tungkulin ng anapora at katapora
sa kanilang buhay bilang mga mag-aaral; at
3. nakasusulat ng mga pangungusap na batay sa anapora at katapora.

Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa

Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sa Ang Kuba ng Notre Dame at mga dapat
tandaan sa pagsulat ng nobela, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre Dame sa kanila; at
3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad sa tunay na buhay.

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Araw 12: Dekada '70

Sa tulong ng gawaing radio drama ng akdang Dekada '70, ang mga mag-aaral ay
inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino na masasalamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.

Araw 13: Panunood

Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag- aaral ay
inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto.

Pamamaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo ng
mga natukoy na layunin ng pag-aaral.

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

1. Ang mga mag-aaral ay manonood ng isang maikling dokumentaryo tungkol sa
kaligirang pangkasaysayan ng mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at ang mga sub-topics na
nakapaloob dito:
 Kasaysayan ng mitolohiya
 Mga diyos at diyosa ng Rome
 Cupid at Psyche (akdang pampanitikan)
 Gamit ng Pandiwa

3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang kaisipan mula

sa kanilang napakinggan.
4. Ipapakita ng guro ang isang PowerPoint presentation na tumatalakay sa mga diyos at
diyosa ng Rome.

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5. Iuugnay ng mga mag-aaral ang mga katangian ng inga diyos at diyosa sa kanilang
tunay na buhay at tunay na lipunan.
6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila itong bibigyan ng buhay
sa pamamagitan ng monologo.

Araw 2: Cupid at Psyche at Gamit nu Pandiwa

1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa pamamagitan ng isang

powerpoint presentation.

2. Iisa-isahin ng mga mag-aaral ang mga iaahan ng akda at ang kanilang mga katangian
at mga ginampanan.

3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari na naganap sa

pangunahing tauhan sa kuwento.
 Ang pagkakakilala niya kay Zephyr
 Ang pakakakilala niya kay Cupid.
 Ang kanyang nagawang kasalanan sa asawa.
 Ang mga naging parusa ni VenUs sa kaniya.

4. Ipapaliwanag ang Mga Gamit ng Pandiwa.

 Aksiyon
 Karanasan
 Pangyayari

5. Magbibigay ng halimbawa ang mga mag-aaral batay sa akda.

 Ginawa ni Psyche ang lahat upang maipaglaban ang kaniyang pagmamahal
kay Cupid.
 Labis na nanibugho si Venus sa kagandahan ni Psyche.
 Patuloy na naglakbay si Psyche at pinilit na makuha ang panig ng mga diyos.

Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib

1. Papangkatin ang mga mag-aaral sa lima.

2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa mga
mahahalagang kaisipan kaniang nakuha sa sanaysay na Ang Alegorya ng Yungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malalima pang talakayap tungkol sa Alegorya ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
 Tema
 Anyo at Estruktura
 Kaisipan
 Wika at Istilo
 Laravan ng Buhay
 Damdamin
 Himig
6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa Alegorya ng Yungib
at isusulat ito sa isang buong papel.

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Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng

Pananaw
1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.
2. Babasahin ng mga mag-aaral ang akda sa 100b ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang "Lights Camera
Action" kung saan may i-aarte silang ilang bahagi ng akda.
 Liwanag
 Ningning
 Liwanag at Ningning
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw batay sa
Akdang binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa

Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan.
 Naranasan mo na bang magtiwala?
 Naranasan mo na bang maloko matapos magtiwala?
 Matapos ng lahat ng panlilinlang na ginawa sa iyo, magtitiwala ka pa bang
muli?
2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang ilang mag-aaral ng mga parabulang kanilang nalalaman.
4. Tatalakayin ng guro ang parabulang ang Tusong Katiwala sa pamamagitan ng
dugtungang pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging pagbabahagi ng mga
mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa pagsasalaysay ang mga
mag-aaral batay sa akda.

Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod -sunod ng mga

Pangyayari

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1. Maglalahad ang mga mag-aaral ng mga mensahe ng kanilang magulang na kanilang

babaunin habang buhay.
 Mag-aral ng mabuti upang buhay ay mapabuti.
 Maging masipag at matiyaga sa lahat ng pagkakataon.
 Huwag kalimutang igalang ang iba at huwag maging maramot.
2. Magkakaroon ng isang sabayang pagbigkas ang mag-aaral tungkol sa Mensahe ng
Butil ng Kape.
3. Tatalakayin ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at) ibabahagi ito sa klase.
 Hindi .lahat ng bagay na mahirap abutin ay mahirap talaga, minsan
kailangan mo lang pagtiyagaan.
 Kung nadapa, matutong bumangon. Mahirap kayang manatili sa sahig
forever.
5. Ipapaliwanag ang .mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari.
 At, saka, pati, maliban, bukod sa, tuloy, bunga nito.
6. Muling isasalaysay ng inga inag-aaral ang Mensahe ng Butil ng Kape gamit ang mga
hudyat na pagsusunod-sunod ng mga pangyayari.
7. Ipapaalala ang kanilang Pinal na proyekto at kung kalian ito ipapasa at ipapanood.

Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh

1. Gamit ang grapikong representasyon, ipaliliwanag nang guro ang kasaysayan ng
epiko.
2. Ilalahad ng guro ang mga tauhan sa Epiko ni Galgamesh.
 Anu
 Enkido
 Enlil
 Gilgamesh
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng dugtungang
paglalahad.
4. Itatanghal ng mga mag-aaral ang katangian ng tauhan sa kuwentong

Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

1. Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint presentation,
2. Babasahin ng limang mag-aaral ang buod ng tuwaang na may damdamin.

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3. Tatalakayin ng guro ang mga pananda ng mabisang paglalahad.

 Sa panahon-noon, sumunod, nang, pagkatapos
 Sanhi at bunga-resulta ng, kung gayon, dulot nito,
 Paghahambing-higit pa rito, di tulad ng, sa kabilng dako
 Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa ditto, kabilang
dito
4. Tutukuyin ng mag-aatal ang mgå pananda ng mablsang paglalahad sa
epikong Tuwaang.
Araw 9: Ang Kuwintas at Kultura ng Frtince: Kaugalian at Tradisyon
1. Magbabahagi ang mga mag-aaral ng kultura ng Pilipinas na kanilang nalalaman,
 CAR- Kanyaw
 Hindi pagkawala ng kanin sa hapag kainan
 pananalangin bago kumain
 Mainit, na pagtanggap
2. Talakayin ang kultura fig France kasama na ang kanilang kaugalian at tradisyon.
 Wika-French
 Relihiyon- Katoliko
 Male dominated culture
 "chauvinism"
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin ng mga tauhan sa
kuwento.
 Mathilde
 George Ramponneau
 Madam Foresteir
 Asawa ni Mathilde
5. Pangkatin ang klase sa lima at bawat isa ay bigyan ng bahagi ng buod ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal ng mga mag-aaral.

Araw 10: Anapora at Katapora

1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan isang graphic orgamzer.
2. Maglalahad ng sariling halimbawa ang guro.
 Karamihan sa mga tao ay ikinakabit ang kulturang Pranses Paris. ang
sentro ng moda, pagluluto, sining at arkitektUfil

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 Ang France ay una nang tinawag na Rhineland. panahon ng iron age at

Roman era, ito'y tinawag na Gaul.
3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa Anapora at Katapora
batay sa Ang KuWintas.
 Sila ay supistikado kung manamit. Mahilig din sila sa masasarap na pagkain at alak.
Ang mga taga-France ay masayahin at mahilig dumalo sa mga kasiyahan.
 Si Mathilde ay supistikadang manumit, siya ay mahilig sa mga kasiyahan.

Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-aaral.
 Maging masipag ● Huwag Illiban sa klase
 Maging matiyaga ● Huwag mahuhuli sa klase
2. Iuugnay ng guro ang mga naging kasagutan ng mga mag-aarål sa Mga dapat Tandaan
sa Pagsusulat ng Nobela.
 Ang mga tauhan ay kusang gumagalaw at hindi pinapa alaw ng may-akda
 Mga masasaklaw na simulain ng pagsasalaysay
3. Mahahati ang klase sa tatlong pangkat.
4. Ang unang pangkat ay mag-uulat ng mga taåhan, tagpuån at damdamin ng Nobelang
Ang Kuba ng Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensahehg nakapaloob sa nobela.

Araw 12: Dekada '70

1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada '70.
2. Tutukuyin ng mga mag-aaral ang mga mahahälagang pangyayari sa nobela.
 Martial Law/batas militar
 Rallies/ mga welgang naganap
 Pagtira ni Evelyn sa abroad
 Pagbalik ni Alma sa mga masasayang alala ng kanyang pagkabata.
 Salvage Crisis
3. Tatalakayin ang Kuwento sa pamamagitan ng pagtukoy ng mga mag- aaral sa mga
tauhan.
 Bartolome ● Alma ● Gani
 Em ● Jason

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 Amanda ● Evelyn
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa pamamagitan ng
"spin the bottle". Bubuo ng isang malaking bilog ang mga mag-aaral at may i-iikot na
bote sa gitna, kung kanino ito tututok ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikllng kuwento na ang tema ay ay
pagkakahawig sa Pekada '70.
6. Itatang al ito ng mga mag-aaral sa pamamagitan ng radio drama na may kasamang
sound effects at background music.

Araw 13: Panonood

1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.
2. Magbibigay ang mga tagapanood ng kanilang komento, maaaring positibo at
negatibo.
3. Magbibigay ang guro ng kaniyang sarifing komento at mungkahi para sa ikabubuti ng
proyekto.
Mga Kasanayang Kinakailangan
 Kasanayan sa pagbasa ● Kasanayan sa pagsulat
 Kasanayan sa pagsasalita ● Kasanayan sa pakikinig
 Kasanayan sa gramatika ● Kasanayan sa panonood

Mga Kinakailangang Teknolohiya

 Camera ● Internet Connection
 Computer(s) ● Printer
 Digital Camera ● Projection System

Mga Kinakailangang Sanggunian

 Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiym parabula,
sanaysay, epiko, maikling kuwento, at nobela)
 [Link]
 [Link]/article/344449
 [Link]
 [Link]

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Akomodasyon para sa mga Mag-aaral na may Natatanging Pangangailangan

Mga mag-aaral na nahihirapan sa pagkatuto

 Magbigay ng mga gawain na maaaring makapagpadali sa kanilang pagkatuto.
 Magtuturo batay sa kinalakihan ng bata o batay sa mga gustong-gusto niyang gawin
upang sa ganon ay mas madali siyang makakunekta sa talakayan.

Mga Mag-aaral na Gifted

 Maghanda ng mga pangkatang gawain na maaari silang maging
pinuno na gagabay at tutulong sa iba nilang kamag-aral.

Mga may Kapansanan sa Paningin

 Gumamit ng mga mga dokumentaryOng panradyo at mga kuwentong panrandyo.
 Gumamit ng mga librong nakabraile.

Mga may Kapansanan sa Pandinig

 Gumamit ng mga panooring may subtitle.
 Magpatulong sa mga may kaalaman sa sign language

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the two learning plans you have read.
Write your observations below.

Essential Parts of a Learning Plan

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Step 3: Learning from the Learning Plans

By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the two learning plans.

Learning Plan 2
Learning Plan I
Panitikang
Guide Questions Reporter's Notebook
Mediterranean

Are the learning objectives

aligned with the targeted
basic education curriculum
competencies? Why do you
say so?

Is the plan of technology

integration supportive of the

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attainment of the learning

competencies and learning
objectives? Explain your
answer.

How do you plan to use the

learning plan in teaching
language lessons in the
future?

If you are to improve the plan

for the accommodation for
differentiated instruction, how
would you develop it?

What significant principles in

ICT integration do you think
are highly recommended in
developing a learning plan
in language teaching and
learning?

Step 1: Read the following learning plans, and think of a way by which you may improve it
guided by the principles Of ICT integration in language teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies
(Grade 10, English, Second Grading World Literature including Philippine Literature, 5 days)
Content Standard:
The learner demonstrates Understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or groups and also
how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing how to resolve
conflicts among individuals or groups.

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 Read closely to get the author's purpose.

 Read closely to get explicitly and implicitly 'stated information.
 Detect bias end prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that' affirm or negate.
 Compose an argumentative essay,
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the message conveyed by a material
viewed.
Learning Plan Summary
This learning plan aims to find cultural symbolisms used in a story. Deduce the
meaning of the symbolisms to understand the deeper meaning of the narrations. The students
will first view a video and read the story, "We Filipinos are Mild Drinkers" By Alejandro R.
Roces. After the film viewing, the students will find the symbolisms used in the story and
deduce the meaning of the symbolisms they found to get the deeper meaning of this short
story. The students will identify some gaps and/or points to improve from the video,
according to their arguments, create a Video commentary of: five members. This project will
be done outside class hours.

To deliver a thought-provoking and captivating commentary, guidelines on writing

and speaking will be emphasized. Before the video commentary on video making starts, the
students will be informed that the final outputs will be checked through the use of a rubric
given to them prior to starting the project. This would include concept, script/ storyboard,
content and organization, quality, teamwork and timeliness. Also, a rubric for peer evaluation
will be distributed to students for them to grade their own group mates according to their
contributions, problem-solving, technique, attitude, focus on the task and working with
others, This will be done to ensure the validity and reliability of the credits that will be given
to students, and also for the equal distribution of scores according to each student's
performance and contribution in the project.
The integration of the principles of delivering argumentative speech used in the
commentary will be graded with a rubric as well. The criteria would be persuasive effect
through the proper use of energy and voice, characterization, development of rich and well-
grounded content by providing an in-depth treatment of the topic; use of examples and

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theories to support position, and appropriate use of technology to enhance the delivery of the
arguments in the commentary.
Step 2: Guided by the standards and the principles of ICT integration and lesson planning
principles taught in your previous classes, develop the learning outcomes of this
learning plan. Encode your daily objectives and submit these using the course
Learning Management System (LMS) Portal.
Days Daily Objectives/Learning Outcomes

Day 1

Day 2

Day 3

Day 4

Day 5

Step 3: Read the following learning plans by group and develop the learning procedures with
some plans for accommodating students with special learning needs. Encode your daily
objectives and submit these using the course Learning Management System (LMS) Portal
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9, English, First Grading, Elements of Poetry
Curriculum-Framing Questions
Essential Questions
 How does literature keep one's identity?
 Unit Questions
 Why do we still read Anglo-American writers' literary works?
 How relevant are Anglo-American literary pieces to peoples' lives?
 How do literary pieces reflect our contemporary situation?
Content Questions
 What are the uses of ellipsis, slash, capitalization and interjection?
 What are the different elements of poetry?

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 What are the divisions of poetry?

 What is the difference of poetry from prose?
 When are we going to apply word order and word formation (clipping, blending,
compounding, folk etymology, etc.) in a literary piece?

Unit Summary
In this Unit, you will compare and contrast the different types of poetry; know the elements
of poetry; apply the uses of word order and word formation in daily conversation; and the
proper usage of ellipsis, slash, capitalization and interjection. Moreover, you will be able to
explore the divisions of poetry and the difference of prose from poetry. But more than just
activating your intellectual ability; you are led to participate in a speech choir using verbal
and non-verbal strategies (hand, face, and body), enabling you to listen with understanding,
speak precisely and assuredly, and write coherently and clearly. Learning will not be fun if
there's no spice. Technology is one of those spices, indeed. Some of the activities are creating
a Poem and will dramatize it using a movie maker and describing yourselves through a poem
with the aid of Microsoft word. These will enhance your Creativity, teamwork,
resourcefulness, etc. Moreover, you will record your Speech choir (poetry recital) using
verbal and non-verbal strategies. Also, you will answer some of the quizzes through the use
of different online venues
like Edmodo and Schoology. You will maximize the appropriate use of multimedia by
listening and viewing activities such as watching a video clip to support the existing
information gathered during the discussions.
Shaping Life's Purpose through an Everyday Discovery
Student Objectives/Learning Outcomes
Day 1:
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection and capitalization to convey
meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.
Day 2:
Providing the activity, 'Pictionary', the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and

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c. arrange the inverted sentences to normal word order.

Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.
Day 4:
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.
Day 5:
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

MODULE 2
Integrating Active
Learning Approaches
in Language Learning

Learning Outcomes
At the end of the module, the students should be able to:
 discuss the concepts of the different learning approaches in language teaching and
learning;
 discuss how information and communication technologies will help develop and
present language
Introduction lessonsbyusing
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Language learning encompasses he development of' the macro skills such as reading,
writing, listening, peaking, and viewing. The concern of the language teacher is how to these
skills in a holistic manner as these skills complement each other when used by people in
communicating

Is it possible to target more than 2 or 3 of the macro skills in one learning activity? The
answer is yes. However, this largely depends on the approaches used by the language teacher
in facilitating the development of learning competencies in the language classroom. One way
to achieve this end is the utilization of active learning approaches.
Active learning approaches are characterized by learners' engagement in activities that
are geared towards the generation of new knowledge or making meaning to an existing
knowledge while developing other 21st Century skills (such as collaboration, media literacy,
critical thinking) in the process. Four of the recent active learning approaches introduced to
enhance the teaching learning process are Inquiry-Based Learning (IBL), Research-based
Learning, Problem-based Learning, and Project-Based Learning (PBL). These learning
approaches are designed to give more depth and breadth in the learning of content in the K to
12 Curriculum. While these approaches are meant to provide opportunities for active
exploration of content, each of these approaches has a distinct characteristic that needs to be
considered by teachers in the realization of learning competencies especially in language

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teaching. Knowing the distinctions among these active learning approaches will help the
language teacher in deciding what approach to adopt.
Central to active learning approaches is the construction of framing questions that will
guide the learners in their investigation either on a specific topic or unit. Investigations
become more meaningful when these are related to real life experiences or real world issues
or problems.
As learners become active participants in the process of generating new knowledge,
technology whether digital or non-digital, plays an important role in the utilization of these
active learning approaches. With the ubiquity of technology tools that learners are exposed to,
it is the teacher's role to ensure the appropriateness and relevance of such tools in the
development Of learning competencies. Aside from learning language skills, it is also
important to train learners of their responsibilities as they engage in digital learning activities
and enable them to discriminate digital tools that are useful in enhancing their knowledge on
the content of investigation

LESSON 1
Inquiry-Based Learning and
Research-Based Learning

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Learning Outcomes

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

 discuss the salient features of inquiry-based learning and research-based learning
and their application to the attainment of language learning competencies and
language learning outcomes;
 analyze how technologies for teaching and learning languages can be maximized in
inquiry-based learning and research-based learning; and
 state some performance standards from the Curriculum Guide that can employ
inquiry-based learning and research-based learning.

Excite
To be able to attain the above-stated lesson objectives, do the following exercises
step-by-step:
Step 1: The KWL Chart
Familiarize yourself with the concept of K WL chart. Analyse the contents of the
charts and think of how you can use this chart in facilitating your language lessons.

KWL CHART
Language Topic:

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Big Question:

What I Know What I Want to Know What I Learned

Step 2: Starting with an Essential or Big Question

Since inquiry-based learning usually starts with essential or big questions that elicit
varied answers from the respondents, think of a question that you would like to ask your
students relevant to a specific lesson in your language class. Do this in a group with five
(5) members. Some example questions may be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of long
ago?
What is one main characteristic of a young children that helps them to know about the
world they live in?
Write your big question on the KWL chart,
Step 3: Finding Out What We Know
Eliciting from your collective lived experiences as group mates, provide an answer to
the big question you identified. Record your answers through filling in the first column of the

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K WL Chart. In this step, each member is expected to actively participate to fully answer the
K WL chart. As you do the activity, writing and speaking skills can be observed to be
demonstrated by each member.
This activity can be done at any level in your language classes in the future. You need to
allow some students like in the pre-school level to draw their answers in the chart if they
cannot write their answers in verbal form.
Step 4: Finding Out What We Want to Know
To allow you to freely explore about what is in store in the world around you, fill-in
the second column of the KWL chart. By answering the second column, you will be able to
think of other possible information that is beyond the knowledge that you have about the big
question. This activity contributes to the development of inquisitiveness of students.
Step 5: Finding Out the Answer from Experts
To be able to learn better about the topic and big question, get on searching for an
answer to the questions from reliable sources. Sources may refer to your language teachers or
from the library resources (digital or printed). Conduct interview with some teachers or other
human resources who may give an answer to the question or get information. From your
library resources. Record your interview data or literature review data.
Step 6: Finding Out What We Have Learned
Finally, organize the results of your gathered data and write your answer in Column 3
of your KWL chart.

Explore

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred
the enumerable developments that we continue to enjoy in our society today. It continues to
usher the study of so many fields that enable various scientists and experts to provide
solutions to emerging issues affecting the society in general. In the classroom, in particular,
the process. of inquiry is a basic learning activity that every teacher is expected to facilitate.
The development of the ability to ask among learners is basic in the age of the Fourth
Industrial Revolution. According to the Future of Jobs Report during the World Economic
Forum, the top three of the ten skills needed in this age are complex problem solving, critical
thinking and creativity (Gray, 2016) which all start from the process of asking. Inquiry-based
learning (IBL) as an approach essentially involves tasks requiring learners' active

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participation in finding answers to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation to the curriculum. Learners
are given opportunities to engage in self-regulated activities as they pursue their
investigation. Using this in the language classroom can facilitate the development of
communication skills as it involves activities such as writing questions, deliberating on ways
of finding answers to curricular questions, and presenting outputs as evidence of inquiry
among others. This approach encourages students to work together in accomplishing their
task.
The process of inquiry starts from positing a question aligned to a content standard in
the K to 12 curriculum for English. Investigation proceeds using various sources Of
information and presentation Of outputs Of the students using a productivity tool. Depending
on the required output, the assessment tool that will be used should be given to the students
before the inquiry commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an
especially appropriate approach to learning about language variation, identity, and power
since IBI can provide students with opportunities to learn about current issues in
sociolinguistics through sharing and debating on a personal experience with language from
multiple perspectives.
Types of Inquiry
V IU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured Inquiry- This lets the students follow the lead of the teacher as the entire
class engages in one inquiry together.
2. Controlled Inquiry The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry- The teacher chooses topics or questions and students design the
product or solution.
4. Free Inquiry- Students are allowed to choose their own topics without any reference
to a prescribed outcome.

Role of the Teacher

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The success of IBL largely depends on the careful planning of the teacher in relation
to the curriculum. The language teacher needs to look into the learning competencies that can
be satisfied by a simple inquiry or more complex inquiry. He/she controls and prepares the
topic for investigation and guides the learners by setting the questions to be explored.
Learners are allowed to design their own way of investigation and present their outputs using
technology tools that are afforded to them. When technology is coupled with IBL, a gateway
to information is opened and students can have access to information at anytime and
anywhere. It is assumed that the teacher is knowledgeable of the sources of information and
whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by
Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context — Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behaviour
6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It
has become the most sought out source of information because of the variety of tools that
abound. Language is no longer a barrier in one's search for information. Depending on the
unit of study in a language curriculum, there are many free educational websites that are
available for the language teachers and learners. Due to the vastness of sources of
information from the WWW, any language teacher who is using IBL has the responsibility to
direct learners to websites that provide the proper information. The technology tools that are
made available for the learners, whether online or offline, should support the object of inquiry
which is aligned to the learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of
information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information however, learners are undeniably familiar and probably
more adept in exploring the internet. Guiding them in locating online resources that are
relevant in developing their research and communication skills will let them learn the
importance of using educational resources in an explicit and implicit way.
Experience

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To be able to apply inquiry-based leaning in your field of specialization, do the

following steps:

Step 1: Reading Curriculum Guide in English or Filipino Subject

Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for
English or Filipino Of this level. Focus your reading on the different language competencies
of every language lesson.

Step 2: Identifying Language Competency for IBL

Find learning competencies in the chosen Curriculum Guide that are suited for an
IBL. Determine the type of inquiry that you will be using. Note them down on the table
provided.

Subject:
Grade Level:

Language Learning Competencies Type of Inquiry

10

Step 3: Developing Core Questions

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Create core question/s about the competencies that learners might be asked to answer.
Subject:
Grade Level:

Language Learning Competencies Core Questions

10

Lesson 2

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Problem-Based Learning and

Project-Based Learning
Lesson Outcomes
At the end of the lesson, the students should be able to:
 discuss the salient features of problem-based learning and project-based learning
and their application to the attainment of learning competencies and learning
outcomes;
 analyze how technologies for teaching and learning can be maximized in problem-
based -learning and project-based learning; and
 share some performance standards. From the Curriculum Guide that can employ
problem-based learning and project-based learning.

Excite

Step 1: Study a picture from the internet and create a meme or a question about it.

Step 2: Write 1-2 sentences about literature.

Step 3: Between creating a meme or a question about picture from the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.

The activity above obviously shows, that it is easier to write about something that is relatable
in our real life situations because of our prior knowledge or experience. Language teaching
and learning in the basic education are not just about parts of speeches, grammar and other
contents but more so on how these are used to deal with real-life experiences. Using problem-

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based learning is one of the approaches that may bring forth more meaningful learning
experiences in and beyond the classroom.
Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving open-
ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life
issues. It also requires more than one answer or solution. Learners are engaged in a
collaborative task as they work towards the solution to the problem. This learning activity is
done in small groups with each member assigned a certain task to accomplish. In the process
of engaging in PBL, they learn several skills such as problem- solving, communicating, and
research, among others which are essential in the workplace. The end goal of PBL is to
ensure that the target, the learning competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following five
principles of PBL that may be considered by teachers in planning or using the approach:
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. (p. 73)

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem-current issues that do not have just one answer or one definite
solution;
2. Brainstorming- generate ideas; tackle the problem through self- directed questioning;
arouse students' intrinsic motivation;
3. Collecting and analysing the information- assigning group members to collect
information; posting what they found and what they learned; collaborative collection
of useful information,
4. Synthesizing information- solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge- presentation of the solution to the learning problem/ issue;
and

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6. Refining the outcomes- giving of feedback and suggestions by the instructor to help
students improve; learning from other group's presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in
the process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666—in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students' nervousness during the learning process
3. Increases students' responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019- EFL students:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language (EFL) students, PBL:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study
further looked into the PBL active English learning attitudes of the two groups and found that
the PBL participants' "motivation intensity, their desire to learn English, and communication
inside and outside the classroom were significantly higher than those of the participants of the

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non-PBL group" (p. 116). The research also found that the PBL participants' active English
learning attitudes are significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve
the learners but also the teachers. In the study of Markusic and Sabljic (2019), they sought
to establish the teachers' attitudes on the problem-based teaching of literature. Their data
revealed that PBL is an "acceptable methodological system" because they saw "greater
interest and activity of students, development of student's critical thinking and
communication skills, encouraging curiosity and exploratory thinking, developing love of
reading, and developing the skills of connecting teaching topics" (p. 27).
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number of free online tools that they can use from
the commencement of the task to its completion especially that some of the group tasks will
be done outside the regular class hours. These online tools will allow the learners to be
actively connected and engaged in the group task while monitoring their own contributions.
The teacher acting as facilitator may also have the opportunity to peep into the activities of
each learner thereby enabling him/her to give feedback at any stage of the PBL activity.
Bower, Hedberg and Kuswara (2010) stress that technology is simply the mediator for
collaboration and representation and that it is the type of task and thinking processes in which
students engage that determine the quality of learning (p. 181)
The WWW has opportunities for PBL that can be utilized by the learners to
accomplish their tasks. Web 2.0 technologies are characterized by collaboration, sharing and
networking. These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its
different stages. In the study of Kung (2018), it was found that advanced language learners
had positive perception about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars,
organizers, citations and others are also available to assist learners and teachers in
accomplishing required tasks and outputs from a PBL activity. There are free tools that can be
downloaded for mobile phones, laptops or desktops. Before using or recommending these
tools to learners, it is important that teachers take note or try out 'the tools first to be familiar
with the most appropriate tool for the PBL activity.

When using PBL, the learning competencies must be the primary consideration
together with the content and performance standards before the technology integration. As

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soon as these are in place, the statement of learning outcomes in the learning plan must be
stated in behavioural and measurable terms. PBL is about developing higher order thinking
skills; therefore, the taxonomy of objectives should be utilized to ensure that you are targeting
the required outcomes. Consider using the revised Bloom's taxonomy by Anderson and
Krathwohl in creating your learning outcomes.
Nature of Project-Based Learning/ Project-Based Approach
Project-based learning IS an approach but has evolved as a teaching method that
engages, learners in a series of planned tasks resulting to the generation of solutions to real-
world problems. It is a student-centered approach as it takes into account the realm of
experiences and interest of students. This method is based on John Dewey's principle of
learning by doing and Vygotsky's constructivist theory of learning that advocates social
construction of knowledge. PrBL/PBA is a collaborative learning activity where learners
work on an authentic task guided by an open-ended question. Each member has an assigned
role that will contribute to the solution of the problem that was identified. This problem
reflects real issues in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the
development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student
feedback questionnaire given to 99 students, it was revealed that students’ knowledge
of the topic taken, searching review for the topic, communication skills, data
collection skills, and analytical and presentation skills were enhanced. The teachers
also perceived that PrBL could cause 100% enhancement of knowledge on the various
components of research methodology, update of the knowledge on a - particular topic,
and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The researchers
investigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learners. The study
revealed a significant improvement in the learners' overall oral communicative
competence after a 12-week intervention lessons using PrBL as a strategy. They also
concluded that PrBL as a teaching strategy is effective and is recommended as
suitable English language teaching strategy especially for learners with low
proficiency in the English language.
3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed
mixed-method to examine the development of life skills through PrBL. Their findings

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revealed that after taking the PBL course, there was a significant difference in the
mean scores for the following life skills: responsibility, problem solving, and self-
direction, communication, and creativity skills. It was concluded that PrBL indeed
promotes further development of life skills.
Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your
future classroom. Follow the steps and the instructions given.
Step 1. Using Notetaking Applications
Find a peer that you can work with for this activity. Bring out your K to 12
Curriculum in English. Use any notetaking app or tool for recording your output.
Step 2. Constructing Key Questions for PBL
Using your K to 12 Curriculum in English, choose 3 learning competencies from
different quarters, identify the content standards and construct key questions that can
motivate students to engage in a PrBL activity. Use the table provided.

Learning Content
Quarter competency standard Open-ended question

Experience
Step 3. Group Sharing
Assign who will share the group output after 20 minutes.
Step 1: Searching for Web 2.0 Tools

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With a group of five members, fill out the table that presents various Web 2.0 tools
and language activities where such tools may be used.
Sample activities for language
Web 2.0
Purpose learning
tools

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 Tools that can be used in the language classroom and share it
to the class:

Web 3.0 Tool Purpose

Step 3: Sharing
Share you answers to Step 1 and 2 to the whole class.

MODULE 3
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Using Open-Ended
Tools in Facilitating
Language Learning

Learning Outcomes

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

 plan for language lessons that can be best presented using open-ended tools or-
productivity software applications;
 explore for available open-ended tools for language teaching and learning;
 search for language tools for open-ended tools for the following skills:
 listening
 speaking
 reading
 writing; and
 demonstrate how these open-ended tools or productivity software applications can
be maximized for language teaching and learning.

LESSON 1

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Productivity Software Applications for

Language Teaching and Learning
Learning Outcomes

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

 identify uses of productivity software applications in the teaching-learning of
language.
 share experiences in using productivity software applications as a language learner.
 explore samples of documents, presentations, and spreadsheets that were used in
delivering learning plans for languages.
 report new open-ended tools or productivity software applications that are
beneficial for language learning.

Excite

It is assumed that your teachers and you have been using productivity software
applications and/ or media tools to enhance the teaching and learning process of your courses
or subjects in the basic education and the teacher education program before enrolling in TTL
2. The common productivity tools that they or you may have used are word processing
software, spreadsheets, and presentations.
At this time, you will be asked to recall and share your memorable lessons with the
intended learning outcomes that were fully attained because Of the appropriate ICT
integration done by your teacher or by you. Share experiences by completing the Table
below.
How productivity software applications or
Topics and Learning Outcomes/Objectives media tools were used to attain the learning
outcomes

Explore

Open-ended Tools and their Uses in Teaching and Learning Language

Skills
Open-ended tools or productivity software applications are ICT tools, which help the
teachers and the learners make their learning together concrete, efficient, encouraging, and

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meaningful. In any teaching-learning process, the use of these tools play a vital role as it
helps meet the demands of the learners in the 21st Century classrooms. As described by
Palmer (2015), teachers need to demonstrate 21st Century characteristics to be able to meet
the demands of the 21st Century learners. These characteristics in the context of language
teaching are briefly presented for teachers to:
1. create a learner-centered classroom and make instruction personalized because
learners have different personalities, goals, and needs;
2. facilitate the students' productivity skills so they can produce, when assisted and given
the chance, movies that are helpful to enhance their language proficiency;
3. learn new technologies since technology keeps on developing and learning a tool once
is not an option for teachers;
4. go global to allow students to learn languages, culture, and acquire communication
skills virtually;
5. be smart and allow the use of devices as aids to language acquisition;
6. do blogging. This will give teachers real experience to see the value of writing for real
audience and establishing their digital presence;
7. go digital to help promote the "go paperless" advocacy and to help level up the
language learning experience of the students through digital discussions and alike;
8. collaborate with other educators and students to give opportunity for the sharing of
great ideas beyond a conversation and paper copy;
9. use web chats to share research and ideas and stay updated in the field;
10. connect with like-minded individuals through using media tools like the social media;
11. introduce Project-Based Learning to allow students to develop their driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
existing devices present;
12. build positive digital footprint that aims to model appropriate use of social media,
produce and publish valuable content, and create shareable resources;
13. code as it is today's literacy which helps boost students' writing skills as the feeling of
writing a page with HTML is amazing;

14. innovate to expand their teaching toolbox for the sake of their students by engaging
social media for discussions and announcements and using new formats like TED
talks in presenting their lessons; and
15. keep learning.

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To be able to demonstrate the characteristics of an ICT-engaged classroom and teacher

cited above, it is appropriate to discuss how the various productivity software applications
can be used in the language classrooms.
A. Using Word in Scaffolding Student Learning in a Language
Classroom
To appreciate the value of Word Applications in scaffolding student learning, we have
to explore how these are maximized by teachers. In education, scaffolding is used to refer to
various forms of support given to assist, guide, or facilitate the learning process (World
Links, 2008). Examples of scaffolding for learning that are usually prepared using word
applications are learning plans, assessment tools, templates and forms, graphic organizers,
and others.
Activity 1: Creating Learning Plans Using Word Applications
With the ubiquity of word-processing software applications and the ability of students
to quickly use them, it is not difficult to encode and package learning plans. This activity will
help you plan, organize, share, implement, and enhance your learning plans in teaching your
language courses.
Step 1: Testing Your Knowledge of Word Processing Software
Applications
Begin this activity by citing the existing word processing software applications
familiar to the students.
You may wish to visit the following websites to explore the type’s word processing
software applications:
Types of Word Processing Applications
By Louise Balle (2017)
https ://[Link]/purpose-word-processor- 1155 .html
10 Free MS Word Alternatives You Can Use Today
Investintech (2020)
[Link]
Step 2: Viewing the Essential Parts of Learning Plans
Although there are varied formats and contents of learning plans across all schools in'
the world, a learning plan has essential parts that are non-negotiable which must be
considered by any teacher. Learning plans can be good for a semester like a syllabus in the
tertiary education. It can be a unit plan, a daily lesson plan, or an individualized plan; to

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better appreciate the Way word processing software features are used to prepare learning
plans, it will help if some examples of these will be viewed, explored and analyzed.
1. Intel Teach Unit Plan
The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007)

Unit Author
First and Last Name
School District
School Name
School City, State

Unit Overview
Unit title

Unit Summary

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation
Targeted Content Standards and Benchmarks

Student Objectives/Learning Outcomes

Curriculum-Framing Questions
Essential questions
Unit Questions
Content Questions
Assessment Plan

Assessment Timeline

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Before project Students work on A昀琀er project work

work begins projects and complete is completed
tasks

Assessment Summary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodations for Differentiated Instruction

Resource Student
Nonnative English Speak
Gifted Student
Materials and Resources Required For Unit
Technology Hardware

Technology Software

Printed Materials

Supplies

Internet Resources

Other Resources

2. Department of Education (DepEd)

The Department of Education of the Philippines requires teachers to develop and
submit their lesson plan, with the help of Word Application, the teachers are assisted to
develop it with ease and with the provision to edit and update it.
Detailed Lesson Plan Title:
Time Frame:
Teacher:
Objectives: At the end of the should be able to:

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Contents
Topic References Materials

Procedure
Teacher's Activity Students' Activity
A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment

3. Masusing Banghay Aralin sa Filipino

Apart from teaching English, Mother Tongue, and other Foreign Languages,
Filipino is being taught as an academic subject and is being used also as a language of
instruction. Here is an example of a Lesson Plan Template in Filipino.

Pamagat ng Aralin:
Pangalan ng Guro:
Pamantayang
Pangnilalaman:

Pamantayang
Pagganap:

Pamamaraan
Pagta-
Layuning Pagtataya
tayang Gawain ng Takdang
Pampagka- Nilalaman Gawain ng at
Pampagka- mga Aralin
tuto Guro pagtatasa
tuto Magaaral

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Mga Sanggunian:

4. Syllabus
Teaching language courses in the university requires learning plans such as
syllabus. Below is a sample of a syllabus template that requires encoding and
formatting using word application.
Name of Course:
Course Number:
Semester and Year
Offered:

Credit Units:
Contact Hours:
Pre-requisites (if any):
Co-requisites (if any):
Course Description

Program Learning At the end of the Program, Bachelor of Secondary

Outcomes Education Major in English, the students should be able
to:

1. Institutional Outcome (based on the VMO of the

Institution)
2. Typology Outcome (University, College, or
Institute)
3. CHED Mandated Learning Outcomes
4. BSED-English Policies and Standards Program
learning Outcomes

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Course Learning Out- comes At the end of the course/subject, the students should be
able to:

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Course Learning Program Learning Outcomes

Outcomes PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8
1.
2.
3.
4.
5.

Course Learning Plan

Topic Assessment
Time Learning Learning
Learning Topic Activities
Allotment Activities Resources
Outcomes and Tools
Prelims

Midterms

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Finals

Final Course Requirement/s

As evidence of attaining the learning outcomes Stated, student-learners are required to
submit the following requirements during the indicated dates of the term.

Course Learning Outcome Required Output Due Date

1.

2.

3.

Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning
Assessment and Grading System
By analysing the special features of Word Applications used in the samples of
Course References
learning plans, answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing
software application?
2. Based on the example, what are the special features of word application software that
are beneficial in organizing the information required in any learning documents?
3. What additional features of word applications do you think are beneficial in preparing
the following in your language class:
a. pamphlets for learning a second language or a foreign language;
b. brochures for the different macro skills;
c. charts and graphs for language acquisition activities;
d. worksheets for language drills; and
e. language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing
Software Applications
As a result of the exploration of word processing application features in Activity 1 of
this module, you will be tasked in this activity to explore some process guides that you may
implement to help your future students to do their assignments and perform various tasks
supported by productivity software application tools.

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Step 1: The Relevance of Providing Process Guides and Graphic Organizers in

Language Teaching
Discuss the relevance of using process guides and graphic organizers to allow
students to become more efficient and productive in performing their learning tasks.
Provide examples on how to guide them through the process of writing, reading,
listening, and speaking.
Step 2: Examples of Process Guides as Scaffold in Language Teaching and Learning
Brainstorm and analyse some examples of process guides in language teaching
and learning. Follow the procedures below for the brainstorming activity.
1. In a small or large group, select a leader and a recorder (they maybe the same person)
2. Present the question or idea to be brainstormed: What are some specific examples of
process guides that you need to prepare as a reception scaffold in teaching reading?

3. Present the following sample steps of-teaching reading and let the student’s research
and develop a guide for each step. Let them use word application creatively in
introducing the guides. In the development of the process guides, they may use charts
and graphs or graphic organizers. Package the process guide using pamphlets or
brochures. The steps are:
a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
e. teach word parts;
f. put words in contexts; and
g. teach reading comprehension
4. To enhance your process guide, you may consider completing the following graphic
organizers identified according to different purposes (Ware, nd, cited by World Links,
2008):
Purpose Graphic Organizer
To compare and contrast two or more Venn Diagram
concepts
To describe concept Frayer model, Bubble Diagram, Concept
Map
To make decision T Chart
To show causes and effects Fishbone Map, Inductive Tower
To show sequence (as in a process) Flow Chart
To identify basic components Story Map, 5Ws Chart

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a. Venn Diagram

Active Voice Passive Voice

b. Frayer Model
Definition Characteristics
 Shakespearean or Petrarchan
A 14-line verse form usually having one of (Italian)
several conventional rhyme schemes. The poem  Iambic pentameter or hexameter
is usually written in iambic pentameter. There is  Can be part of a sequence
usually a thought division between the first  Rhyme scheme varies
octave (eight lines) and the second octave (eight  Heroic couplet in the last two line
lines)

Examples Non-examples

 "Shall I Compare Thee to a Summer's  "The Raven" by Edgar Allan Poe

Day" by William Shakespeare, Sonnet  "l 'like my body best when it's with your
XVIII body" by e.e. cummings
 Astrophill and Stella series by Philip  "Ode to a Grecian Urn" by John Keats
Sydney  "The Road not Taken" by Robert Frost
 "Much Have I Travelled on the Realms
of Gold.." by John Keats
 “Me It is Moments After I Have
Dreamed" by E.E, Cummings

c. Bubble Diagram

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d. T Chart

Action Research Formal Research

e. Fishbone Map

Language
Acquisition

f. Inductive Tower

Public Speaking

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g. Flow Chart

Conducting
Interviews

h. Story Map
Title of the Short
How my Brother Leon Brought Home A Wife
Story
Author
Setting

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Characters
Plot
Exposition

Rising Action

Climax

Falling Action

Resolution

i. 5Ws Chart

Event: Identifying Filipino as the

Descriptions and Narrations
Philippines' National Language
What happened?

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

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Step 4: Presentation of the Process Guides and or Graphic Organizer

After developing your process guides and or graphic organizer packaged in a
brochure, present these to your classmates. Your brochure will be evaluated using the
brochure rubric (Rubistar, 2007) below.

Category 4 3 2 1 X2
Graphics Graphics go Graphics go Graphics go Graphics do
well with the well with the well with the not go with the
text and there text; but there text, but there accompanying
is a good mix are so many are too few text or appear
of text and that distract and the to be
graphics. the text. brochure randomly
seems "text- chosen.
heavy”.

A琀琀rac琀椀ve- The brochure The brochure The brochure The brochure's

ness & has has a琀琀rac琀椀ve forma琀�ng and forma琀�ng and
Organiza琀椀on excep琀椀onally has well well organized organiza琀椀on of
a琀琀rac琀椀ve organized informa琀椀on. material are
forma琀�ng and informa琀椀on. confusing to the
well- organized reader.
informa琀椀on.
Content - All facts in the 99-90% of the 89-80% of the Fewer than80%
Accuracy brochure are facts in the facts in the of the facts in
accurate. brochure are brochure are the brochure
accurate. accurate. are accurate.

Sources Careful and Careful and Careful and Sources are not
accurate accurate accurate documented
records are kept records are kept records are kept accurately or
to document to document to document are not kept on
the source of the source of the source of many facts and
95-100% of the 94-85% of the 84-75% of the graphics.
facts and facts and facts and
graphics in the graphics in the graphics in the
brochure. brochure. brochure.

Spelling & No spelling No more than 1 No more than 3 Several spelling

Proofreading errors remain spelling error spelling errors errors in the
a昀琀er one remains a昀琀er remain a昀琀er brochure.
person other one person one person
than the typist other than the other than the
reads and typist reads and typist reads and
corrects the corrects the corrects the
brochure. brochure. brochure.

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A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly appealing
presentations that utilize a variety of media tools. By using presentation software
applications, students can also develop their project outputs and reports to be able to share in
the class or in the World Wide Web. Both teachers and students can learn variety of skills in
the process Of planning, developing, presenting, and evaluating their presentations.
In language teaching and learning, presentation software applications have a lot of
uses. It can be used as a presentation tool in an innovative skill integration task, and the other
as a novel writing tool. In both cases, students can use language actively for speaking,
listening, reading, and writing (Schcolnik & Kol, 1999). While it is true that presentation
software is commonly used in business and other disciplines for presentation, this is also a
very powerful tool in the language classroom.
Presentations, allow language learners to experience a world of real language
environment and opportunity in language courses, i.e. Filipino, English, Mother Tongue and
Foreign Languages. For instance, presentation software applications allow language learners
to:
1. present their language reports with audio, visual images and animations;
2. develop and present their group projects using real-world visual presentations;
3. present charts, tables, graphics, charts, and others that are useful to facilitate students
understanding of any language concepts;
4. show data stored in graphic organizers that cannot be fully presented by a printed
material;
5. develop digital stories or story books;
6. show results of any survey, questionnaire and other forms of language assessment
activities;
7. articulate and crystallize their ideas using the special features of presentation software
apps;
8. experience language learning process through the integration of contents In the
presentations;
9. enjoy developing their projects; thus, are highly involved;
10. commit to the quality of their work, both content and form, because they don t only
present what their classmates hear but what they also see;

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11. present information in condense form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting;
12. innovatively communicate their ideas and express themselves in ways they feel
comfortable.
13.
Specifically, the integration of presentation software applications to language teaching
and learning is very beneficial in developing the students' four language skills. In their study
Schcolnik and Kol (1999) were able to present how presentation software activates the four
macro skills:
1. Reading - In our courses, students first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusions in class. They analyse the
articles critically, compare and contrast the ideas presented, synthesize and evaluate.
Finally, they select highlights for inclusion in their presentations. This process is
comparable to the process students go through when reading to write a paper. In both
cases, reading to transmit information requires clarification of 'ideas and presentation of
those ideas in such a way that others will understand.
2. Writing - When composing slides, students have to condense the information they have
gathered to present only the main points. In this type of 'minimalistic' 'writing, key
concepts and words have to be retained, while the 'chaff' is discarded. This information
reduction process is in itself a difficult but very profitable language task. While writing a
minimal list of points on the screen, students can organize a suitable sequence for the
points and divide the points into slides. At the same time, students need to take into
consideration slide layout. A slide cannot be too cluttered, the size of the font has to be
large enough, and the location of the elements on the screen has to be balanced. All these
force students to re-read, re-evaluate and re-write what they have written again and again.
3. Speaking - The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would in
a purely oral presentation, students have to 'rehearse' the pronunciation of difficult words,
time themselves, and make sure that they have all the English lexicon needed for their
speech. The added value of computer presentations is that the repeated revisions of their
slides (to be seen by all of their peers) give students extensive exposure to the content of
their 'talk? Helping them remember what they want to say and giving them more self-
confidence. Many students have had no experience speaking in front of an audience in

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their native language. The computer mode seems to minimize their tension and feeling of
insecurity when having to speak in English.

4. Listening -The class listens to the oral presentation. Listening to a non-native speaker is
not easy, and visual elements facilitate comprehension. We give the listeners a task
requiring them to write down three new facts that they learned about the subject and one
question to ask the speaker at the end of the presentation. When listening for a purpose,
the listening is focused and thus perhaps made easier.
Other studies confirm that the use of presentation software facilitates the
acquisition of the four macro skills. Brooks and Gavin (2015) stressed that most teachers
recognize the spoken component of presenting, as students are required to speak when
giving their presentations. Moreover, they are required to research and plan out their
presentations for a properly structured academic presentation. In doing so, students are
required to use their reading and writing skills. Students also have the opportunity to
practice their writing skills when they are asked to give presentations that include some
type of visual component. When they are preparing for these Presentations students will
have to write out the appropriate information on their poster or in their PowerPoint slides.
Finally, students have the opportunity to practice their listening skills when they act as the
audience members for the other groups' presentations. If these students are given a simple
task to do during the presentation, or are expected to use the knowledge disseminated
through the presentation for a specific purpose, this will allow them to use this
opportunity to practice their listening skills. The communicative nature of presentations
also allows audience members to improve their listening skills more than listening to a
tape or a lecture would because they are able to confirm their understanding by asking
questions and interacting with the presenters.
In preparing language presentations, there are various factors that must be considered
to ensure that the language competencies are also developed and demonstrated. The following
are some guidelines that Brooks and Gavin (2015) shared in designing presentations:

Basic Instructional Design in Preparing Presentations

1. Setting Up the Presentation Class - It is not enough to simply tell students to go and do
a presentation. Students have to be taught the skills involved in giving a presentation.
This can include such things as when to use eye contact, how to organize a presentation,
how to connect with an audience, how to use body language and manage time, and how to

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construct an effective PowerPoint presentation. Since oral presentations involve multiple

communication and language skills, it is important to focus on the specific presentation
skills that are needed to present in front of others. These included things like voice
projection, eye contact and the use of gestures.
2. Organization of the Presentation - Proper organization of information is one of the most
important competencies that must be developed among students. Hence, before beginning
to work on developing presentation, it is important to understand the genre of oral
presentation. There is a need to learn how to separate the presentation into meaningful
sections and present each section separately to reduce the cognitive work that is required
in the presentation.
3. Presentation Skills - Its developing oral presentation is very important to consider in
developing oral presentations to spend time to consider the macro and micro skills that
are needed. These micro level skills include the genre specific language items, such as the
vocabulary and grammar that students need to be successful in oral presentation. These
items are important to the students for two reasons. First of all, they allow students to be
successful when they are presenting in the class. Secondly, the language and grammar
that students learn in the course of giving a presentation will be useful for them in other
situations that involve spoken English (Thornbury, 2005).
4. The Use of Visual Aids - Visual aids are an important part of oral presentations because
they provide Support for both the speakers and listeners during the presentation. Visual
aids can be used to give more details about the topic, help the audience members to
understand what is being said, and act as' a concrete reminder of the message for both the
audience and the presenter. The type of visual aid used can vary depending on the topic of
the presentation. Visual aids help cater to different learning styles and some of the
students who are not savvy at paper written presentations are motivated at using
presentation software applications. In language learning, it helps students who are
comparatively weaker at acquiring a language to be motivated to participate in the
presentation and become valuable members of their groups, which helped to facilitate a
more positive group dynamics.
5. Performing Self-Reflections - The final stage of each oral presentation involves students
writing a self-reflection of their presentation. Through this activity, writing skills are
further enhanced together with the ability of the students to do self-reflection.

B. Using Spreadsheets in Language Learning

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Spreadsheets ore very helpful in introducing some lessons language courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, compute
students' grades, Spreadsheet programs are not only beneficial to business and mathematics
courses but are also beneficial to language courses. Apart from being built around a grid of
cells that hold numerical data, it also contain text, dates, and other content that can be
presented in language courses for discussions.

The following are essential ideas that teachers may consider when employing
spreadsheets in the language classrooms:
1. Reinforce learning scientific and mathematical languages that are also relevant in
language learning
2. Add well-designed charts and tables to reports to enhance students' non-verbal
reading skills,
3. Allow students to create their own charts, graphs, tables, and the like, to develop and
enhance their language and spatial skills.
4. Give students completed chart and see if they can reconstruct underlying worksheet.
This goes a long way toward helping them to understand the relationships between the
data and the chart.
5. Require that language reports and research papers contain some type of chart to help
support their findings. Encourage them to look for samples form the World Wide Web.
6. Let students explore websites that have table presentation for language teaching and
let them discuss how these were used to facilitate the acquisition of language
competencies,
7. Let the students look for charts in language learning materials like textbooks,
workbooks and others and discuss why these were used.
8. Teach the language and principles of financial literacy and management as il is also
important to learn these concepts in the context of purposive communication and life
skills.
9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As language teachers, this is needed to
understand .language researches with quantitative designs,
10. Demonstrate how spreadsheets are Useful in preparing assessment and evaluation
tools for students' performance.

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Experience
With the advent of web-based word processing software and with the exposure of a lot of
students in exploring new innovative media tools, explore the following online Microsoft
Word Alternatives (Investintech, 2020).
1. Drop Box Paper
Dropbox Paper is a free online word processor offered by the online cloud
storage provider. To start using it, you will need a Dropbox account. Once logged in,
you get full access to the online spite. The minimalist interface is very intuitive and its
simplicity allows you focus on your content. You can also do many things that go
beyond creating a textual document. You can add rich media, such as audio, video and
images. Dropbox Paper also allows you to access apps that let you embed Trello
cards, YouTube videos or SlideShare decks. Other collaborative features include
document link-sharing, creating and assigning checklist items to members or
embedding one of your Dropbox documents. Dropbox Paper, overall, does an
excellent job at creating dynamic documents you can share and access online.
2. Office Online
For Microsoft Word and Office aficionados, the best possible free online
alternative for their document editing needs is Word online, which comes' as part of:
the Office Online suite. Although free MS Word web app is not a full-fledged version
of its paid counterpart, it allows you to open, create and edit Word documents online.
Also, it offers some additional benefits of online software tools. For example enables
you to access and see updates from co-authors literally from anywhere in real time
with only an Internet connection and the latest 2016 version. You can share and
collaborate on documents. An equally alluring feature of Office Online is its cross-
platform compatibility. So, if you're a Chrome book or Linux OS user, MS Word web
app is the most elegant way to get access to Microsoft's document editing features -
for free!
3. Google Docs
Google Docs allows you to create, collaborate and share documents,
spreadsheets, presentations, drawings and even forms. Google Docs is packed with
features, which can be further extended with various add-ons. While it will
automatically save the file online and store it there, you can also have the documents
published as a web page, downloaded or emailed as an attachment in Word, ODT, and

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PDF? Plain text or RTF formats. You can invite collaborators to work on the
document with you or only allow others to view it without the ability to edit. If you
are apprehensive of having to depend on the Internet connection for document
processing, don't worry. You can enable Google Docs offline access and keep editing
your documents even when you are disconnected from Internet. All it takes is a free
Google account.
4. Etherpad
Etherpad is an online document editor primarily intended for collaborative
editing in, as the site claims, "really real time". It's an open source, highly
customizable tool for online document collaboration with friends, fellow students and
classmates, or colleagues at work. One of its advantages, especially appealing to users
who are reluctant to use services which require email registration, is that there is no
sign up with Etherpad. All you need to do is start a new pad and share the link to it
with your collaborators, you can also invite them by email if you prefer. After that,
you can start working on the planned writing project together, in real-time, even if
you are miles apart.
5. Zoho
Zoho offers around 20 free online applications including Writer for word
processing. You can link your Zoho account to your Google and Yahoo accounts, as
well. The Writer's interface should not cause anyone problems as it is comfortably
familiar. When working online there's always the risk of losing data due to a lost
network connection, accidentally closing your browser or having your browser crash
Luckily Zoho automatically saves your documents for you, as you finish typing. Zoho
Writer is well-equipped with features that allow you to work easily online: two-Way
desktop sync, large file transfer, encryption, file recovery, two-step authentication, in-
app chat, and more. You can import and work with MS Word documents, allowing
you to insert images, and edit content as needed. Zoho Writer offers all the standard
text formatting and document creation features and can export to DOCX, ODF, PDF,
and Latex? RTF, TXT and even HTML. It can plug into Echo sign for digital
signatures, publish the document to a blog or make it public for all to see. Zoho Docs
is completely free to use.
6. Open Office
The Open Office package includes six programs that use the same engine
making them inherently the same and extremely easy to learn and use. The 6

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applications included in the Open Office suite are: Writer (word processor), Calc
(spreadsheets), Impress (presentations), Draw (graphics) and Base (database
manipulation) and Math (mathematical equations). Writer can even natively do some
things that Word cannot, like open PDF files without the addition of a plug-in or
commercial add-on. As the software is open source, it is maintained by a large
community meaning help and bug fixes are freely available and quickly created. This
is perhaps the leading free desktop alternative to Microsoft Word/Office. You can
install this suite on Windows XP to Windows 10, macOS (OS X) and Linux.
7. AbiWord
AbiWord is a free word processing application very similar to Microsoft Word.
It is available for Linux distributions only. The software is fully compatible with not
only Microsoft Word, but also [Link], Word Perfect, Rich Text Format and
more. It has advanced document layout capabilities and can do mail merge as well,
which allows you to automatically fill in specific form fields in documents with
information from databases and comma separated or tabbed text files. It is a highly
useful feature if you need to work with many formats at the once. Additionally, the
software can be enhanced and expanded with freely available plug-ins that will give
you even more features and functions.
8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid
Version of the software that adds on some extra functionality, but the free version is
more than adequate and fully compatible with Word and WordPad documents.
Features include an ergonomic tabbed interface, small resource requirements,
portability, support for touchscreens, and quick loading time. It also has built-in spell
checking and can export to HTML and PDF files. Jane allows you to insert images,
tables, hyperlinks and everything else that you have come to expect from Word.
9. WPS Office 2016 Free
WPS Office 2016 Free is a free document processing suite whose WPS Writer
app will serve you well as a Microsoft Word alternative. WPS Office 2016 Free can
open and save „to a long list of popular file formats native to those applications like
docx, doc, and more. You can get the application in languages other than English:
French, German, Spanish, Portuguese, Polish and Russian. The Suite has the same
familiar look and feel of MS Office with one exception--it has a tabbed viewing
window, so you can open more than one document at a time. And also worth

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mentioning is WPS Cloud the company's cloud document storage service that offers
up to IGB of free storage that you can use. This is perfect if you're trying to find a free
Word alternative that's not only scalable for teams, but can also be as collaborative
and seamless as its Microsoft counterpart,
10. SoftMaker FreeOffice
SoftMaker FreeOffice is another great free suite that offers a full featured
Microsoft Word alternative. The suite's TextMaker application allows you to focus on
creating documents just as you would in MS Word. This suite offers up essential editing
features and even a handful of basic templates for creating and editing documents. Tables,
charts, shapes and graphics are available along with standard text formatting options. This
application provides you with everything you need. The entire suite is available for
Windows, Linux, and Android, so you can keep your document processing tasks going
even while away from your desktop.
Examine
Activity 1
Developing Your Learning Plan
In this step, you will be mapping the content of your learning plan using the template
provided below. The template parts, were considered as these are essential in developing a
learning plan and are based on the principles Of ICT-pedagogy integration principles.
Remember that this is the starting point of your major requirement in this course and you will
be modifying it as the succeeding activities in the succeeding modules are discussed and
developed.
In developing the learning plan summary and learning outcomes be reminded of the
need to integrate any of the learning approaches (i.e, project-based learning, inquiry-based
learning and research-based learning whichever is applicable) to have the opportunity to be
able evaluate the extent of demonstration of the performance standards of your unit.
Moreover, you must bear in mind that you also need to integrate ICT in your pedagogical
procedures to make sure that your learning plan delivery will be enhanced by the
appropriateness of your technology integration. This will serve as an evidence of your
understanding and appreciation of the lessons of this course.
Step 1: The Learning Area of the Learning Plan
Identify the learning area in language education that your plan will cover. Is it
English, Mother Tongue, or other Foreign Language Course? What year level and
what grading period?

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Step 2: The Specific Coverage of the Learning Plan

Identify the topics which your teaching will cover. Give a brief description of
the main concepts that must be learned by your students during this lesson.

Step 3: K to 12 Standards and Competencies

Identify the Basic Education Competencies, with the content and performance
standards, that are targeted by your learning plan. This will ensure that the students meet
important curriculum standards and goals. Focus on few targeted competencies to ensure that
these will be fully demonstrated by your students at the end of the implementation of the
learning plan. Search for the Curriculum Guide from the Official Website of the Department
of Education (DepEd).

Step 4: The Learning Plan Summary

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Briefly describe the topics, key activities, student products, and possible roles that
students assume in a project scenario.

Step 5: The Learning Objectives or Learning Outcomes of the Learning Plan

Based on the standards and competencies identified by DepEd for the Learning Plan
Topic, list the general objectives that focus on your learning concepts.

Activity 2
Up-to-date and Emerging Productivity Tools for Language Teaching
In an increasingly digital learning environment, the rapid change of technology
requirements in delivering the language curriculum is a fact of life and is inevitable. Hence,

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in this activity, you will be tasked to report some of the latest and also the emerging hardware
and software applications that can be maximized by any language teacher.
Step 1: Review all the open-ended tools or productivity tools presented and discussed
by your TTL 2 teachers in the previous modules.

Step 2: Search from the World Wide Web some new or emerging productivity tools
that were not presented by your TTL 2 teacher. Moreover, you may inquire about these from
some colleagues or other teachers who are knowledgeable of some of these. Note what you
have researched.

Step 3: Prepare the results of your inquiry by following the table below.

Language Skills that

Productivity
Features can Be Developed by its
Tools
Usage

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LESSON 2
Student Sample Projects Using
Open-Ended Tools
Lesson Outcomes

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

 explore existing web-based publishing tools;

 create student sample projects as digital authors;
 analyse some articles on. the use of digital story telling;
 create a digital story telling output using story telling software; and
 publish digital stories using some storytelling apps explored In class guided by
publication requirements or laws.

Excite

Simply knowing the principles of ICT Pedagogy integration is not enough to make
learning efficient and meaningful. Moreover, an effective and efficient technology-supported
lesson does not only end with having a well-designed learning plan. This means that there is a

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need to prepare all the learning tools and materials articulated in the learning plan and these
must be ready for implementation. A plan not supported and implemented is a plan that is
void.
This module aims to ensure that after you were able to clearly identify the coverage of
your learning plan and after clearly identifying the documents, materials, and presentations
that you need to prepare, you will be tasked to develop student sample presentations and
teacher presentations to support the implementation of your learning plan.
In doing the activities for this specific lesson, you will be able to come up with well-
designed presentations and documents. By these documents, you will be able to make the
teaching and learning of language motivating and fulfilling.

As a would-be teacher who will facilitate the learning plan that you developed in Activity 19
you need to study some principles behind creating or developing documents and
presentations using the productivity software applications or open-ended tools.

Students as Digital Authors

As the quality of authoring software increases and as you are exposed to online learning, it is
but proper for you as would-be facilitators of learning to explore and understand some
principles and guidelines to help your future student’s author or write digitally. Moreover,
you may also facilitate some online language courses for any distance learning or blended
learning that require digital authoring.

A. Language Learning Via Web Publishing

Language skills can be fully developed by allowing students to communicate through
the internet. This may take place when the students or the class will be required to post a
story or other products on a bulletin board or web page. There are two ways to contribute any
authored documents to the World Wide Web. First, with the advent of ready-made websites
that are meant to invite and encourage contributors to share their authored stories, research,
commentaries, and the like, students may publish their work by submitting their products to
these websites. Second, the students may create their own web pages because there are lot of
free apps for web page development or they may place them on their institutiOn9s official
website. To help you submit your authored products in an existing website; you may search

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for these sites that are designed to highlight students' researches, narratives, stories, literary
works; and other academic writings. The following are examples of existing websites that
Inspire students to submit their authored products. To be able to submit to these websites, it
pays to explore their web sites and pay attention to their submission guidelines.

a. The Diary Project

[Link]
This digital authoring website encourages students to contribute their narrations or
daily diaries with different themes required by the web site. Some of the themes or topics can
be on school activities relationships, family, managing stress and others.

For the Students: You are encouraged to read diary entries from youth around the world to
author a diary project. There are thousands of entries in 24 categories posted on the Diary
Project site. Topics include a wide range of issues. For those who want to read more about the
entries provided in the website, or just want to read other diary project entries, visit
[Link]. Use the search function to find specific entries by title or keyword.
Write your own entry. Go to [Link] and click on Submit Entry to write your own. It
must be noted that the Diary Project is monitored by a team of adults and teens who read all
the material that is sent to The Diary Project website. If you would like to volunteer, email
them at staff@ [Link].

b. CyberKids
[Link]
The mission of Cyberkids is to provide a voice for young people on the internet. It
accomplishes this by publishing original creative work by kids ages 7-12.
For the Students: Here are some points the CyberKids editors consider to decide
what to publish: a) We especially like stories, articles and poems that are funny; b) Art and
written submissions can be on any topic that is appropriate for our audience; c) Stories which
include an original illustration or photo are more likely to be published than stories without
pictures; d) Originality is very important--make sure the work you submit is your own and
not copied from someone else; and e) In addition to art and writing, we also like to publish
games, puzzles, brain teasers, jokes, and multimedia creations by kids.

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c. Global Show-N-Te11
[Link]
Wabisabi Learning (n.d.) was able to present some lists of online Publishing tools for
avid writer students who are looking for an online publishing tool to publish their works.

d. Atavist
[Link]
Atavist is a beautiful tool. It was founded in 2011 on the heels of what we once called
the "death of longform." As you can imagine, it's highly visual. It's a drag-and-drop editor for
creating beautiful online publications.
For the Students: Students have total creative design power here. They can submit
assignments with visual flair. Get them doing presentations and online journaling with this
tool. It also supports bigger writing projects. If they're feeling ambitious, they can Promote
and sell work if they wish.
e. Calameo
[Link]
If students are looking to do magazines, Calameo is the tool to use. It's an online e-
magazine publishing tool that lets you add multimedia and personal branding to anything you
create. With one- click publishing, you can share it instantly. Websites, social media, and
more all integrate with Calameo.
For the Students: This is a great tool for learning about design and layout for
magazines. It's perfect for smaller writing projects, like a brochure or flyer design. Students
writing for the school paper can link to custom publications. They can even promote their
own series of e-magazine using Calameo.

f. Tikatok
[Link]
This is a creative publishing studio for young children. K—6 kids will love Tikatok.
They can use it to publish digital and printed books of all kinds. Tikatok was designed
specifically for the K—6 classroom. It's media literacy-oriented and aligned with Common
Core. Take a look at their subscriptions page for plans.

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For the Students: Kids can upload their photos and drawings for their creations.
They can also take advantage of preloaded project templates for classroom lessons.
Tikatok's digital library contains lots of ideas to get kids inspired.

g. Storybird
[Link]
This online publishing tool brings your words and global artists' work together in
amazing storybooks. Be sure to check out the section for educators. Storybird is at work in
hundreds of thousands of classrooms all over the world. It's free for educators, now and
forever
Take a look at what's possible with this tool.
For the Students: Students can create storybooks, long chapter books, and poetry
books with Storybird. They also have a fundraising program for students to get into. This is a
great way to use creativity for raising money for great causes.

h. Lulu
[Link]
LuLu was one of the first players that offered serious online publishing features. They
established themselves in 2002 and they're still going strong. They've greatly expanded their
interface over other last few years. Everything you need to know about doing online
publishing is right here. They Offer tutorials, resources, guides, and more to learn with.
For the Students: LuLu is a great information database for self- publishing. They can
create all sorts of projects. These include print books, ebooks, photo books, and calendars.
Check out this article on how graduate students are even using LuLu for publishing a thesis.
i. Flipsnack
[Link]
Flipsnack is a flip book creator. It's as simple as uploading a PDF file. It also supports
PNG and JPG files. It renders shareable interactive creations that can also include
multimedia.
Flipsnack looks great across all online platforms and social media.
For the Students: This is a simple way to create and share a publication that has a
unique look and feel. Flipsnacklets students upload 3 publications of 15 pages each on their
free plan. Paid plans are quite reasonable and offer lots more features.

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j. Penzu
[Link]
Online journaling is the focus of Penzu and it works well. Journaling is a great writing
and self-reflective exercise. With a free online tool like Penzu, it becomes more appealing.
The interface replicates an old leather-bound journal with lined paper. The basic formatting
features are everything you need to get started. Upload photos to your journals, too, You can
also Go Pro for even more features.
For the Students: With Penzu Classroom, you can create class journals that can be
graded and managed, Students can also submit diary entries by email. They can even receive
comments from their teacher right inside the journal. Create and send assignments to students
with due data, grading scheme, and more.
If you decide to let your students' works to be hosted by your institutions' official
website, this can also be. Today, there are a lot of academic institutions whose website serves
as their information dissemination center for their customers and stakeholders. Barron et al.
(2002) state that there are two fundamental stages in creating a website or web pages, First,
the page files and all associated images, sounds, and so forth must be created in the proper
format and tested. Second, the files must all be transferred to a host computer called a web
server.
Barron et al. further state that web page files must adhere to a specific format or
language, called hypertext mark-up language (HTML). HTML uses tags to define how
information is formatted on a screen. In creating a web page using HTML, students may find
it intimidating but even elementary students can do it. For language learners, using HTML
may gradually expand their horizons and enrich their vocabulary and communication skills.
You may search for the steps in developing a web page by using HTML through the
following:
Author URL Address
John Neuhaus (2006) h琀琀ps://[Link]/[Link]
Codecademy (2020) h琀琀ps://[Link]/ar琀椀cles/local-web-page
h琀琀ps://interne琀椀[Link]/html-and-css/ba-sic-
Interne琀椀nglsHard (2017)
web-pages/
w3schools h琀琀ps://[Link]/html/html_editors.asp

B. Enhancing Language Skills through Digital Storytelling

One of the most exciting ICT-based language tasks that can be done to develop
all the four macro skills is to create digital stories. This language task meets the

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demands of today's learner’s living in a rapidly changing world with opportunities and
challenges that are different from the ones many of the previous generations grew up
with. Today's learners are more demanding and are willing to discover new ways to
apply, extend, and expand on existing knowledge (Kaminskiene & Khetsuriani, 2018.)
Responding to these challenges, language classroom facilitators need to
migrate to a more flexible and modernized delivery of the language curriculum.
Doing so, leads to changes in the technological pedagogical role of the teacher and the
learner, so the language competencies of today's learners will be developed beyond
the use and aid of traditional writing tools. Contemporary language learning needs to
create a new culture of teaching and learning that focuses on how to develop the
ability of the students to listen, speak, read, and write in the digital age.
In language education, storytelling is a common requirement that aims to share one's
stories, culture, knowledge, values, language, and others. Storytelling -is not something new
because it has been one of the oldest activities not only inside the classrooms but even in the
communities. Storytelling has been considered to have great contribution to literacy
development by improving learners' language, writing, reading or listening skills
(Kaminskiene & Khetsuriani, 2018.) At present, storytelling is not just done face-to-face or
through the aid of traditional technologies. This can already be done digitally. Hence, the
word digital storytelling.
Numerous researches have proven that digital storytelling can bring benefits to
students and other individuals. In a research conducted by Olivia and Bidarra (2017), they
affirmed that digital stories are very helpful because they help develop understanding
individual experiences and perception of real world among learners. Rong and Noor (2019)
cited some researchers conducted in various countries saying that in the basic schools in Oya
state, it was discovered that digital storytelling was able to improve kindergarten pupils'
achievement in moral instruction. Moreover, it was proven in Portugal that the use of digital
storytelling among secondary school students encouraged multimodal literacy in education.
Additionally, in southern Taiwan, research showed that project-based digital storytelling
technique improved elementary school students' learning motivation, problem-solving
competence as well as their learning achievement. Lenette et al. (2019) in their paper
highlights the broader potential of digital storytelling particularly in mental health research in
collaboration with refugee participants. Their research concludes that digital storytelling is a
valuable and ethical research tool to engage in collaborative research. This was proven by
their research that recounts how digital storytelling was used in a mixed- methods study on

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settlement, to document the journeys of women who entered Australia through the Woman at
Risk program. McDrury and Alterio (2000) claim that digital' storytelling, as one of the ICT
based pedagogical; tool, provides student-centered learning strategies based on learners'
engagement, reflection, project-based learning, and the effective integration of technology
into instruction.
As an innovative and interactive approach to language skills acquisition, storytelling
is seen as a very responsive variation of the traditional methods because it brings more
meaningful and essential learners' engagement into the language skills acquisition process. As
pointed out by Gils (2005), the employment of digital storytelling as a pedagogical tool
enables teachers to elucidate certain complex topics in a simpler manner and create real life
or problem-solving situations where learners get actively involved.
The following are some of the existing storytelling tools listed and described by Knapen
(2018).
1. Steller
[Link]
This is a free storytelling application developed by Mombo Labs, which lets you
create photo and video stories with an emphasis on design. The next web, Steller focuses on
telling a story through pictures and text. The simple, yet structured layout options allow even
a beginner to produce a professional standard of work.
2. Adobe Spark Page
[Link]
Adobe Spark Page is a free online web page builder. No coding or design skills needed.
Create your own beautiful web story using videos, pictures and text. The templates and layout
options available are very modern, and are designed to present your work in an elegant and
engaging way, focusing on visual content.

3. WeVideo
[Link]
This has the goal of bringing its educational creative toolbox to a broad" global
audience of students and educators. WeVideo wants to make video editing available for
everyone. They make it possible for friends, families, teachers, students and businesses small
and large to create incredible videos that motivate and inspire. "WeVideo has deep roots in
education and believes that creativity is driven by what is inside the hearts and minds of
people, not by complicated technology".

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4. Popplet
[Link]
Popplet, an iPad and web app, is a tool to capture and organize your ideas. Students can
for example use Popplet for learning. Used as a mind-map, it helps students think and learn
visually. Students can capture facts, thoughts, and images to structure their stories.

5. Storybird
[Link]
Storybird not only gives you the simple tools to create books in minutes, the application
lets you discover an endless library of free books, picture books and poetry as well. Storybird
lets anyone make visual stories in seconds. The site mentions that they are a storytelling
community, rather than an application. For them, it's more about creating a creative world
where anyone can tell their stories, as crazy as they get.
6. Bookcreator
[Link]
Book Creator is an open-ended book creation app that unleashes creativity. Create
your teaching resources, or have your students take the reins. Combine text, images, audio
and video to create interactive stories, digital portfolios, research journals, poetry books,
science reports, and instruction manuals.
C. Enhancing Language Skills through E-mail Activities
Email activities are very good activities to develop language skills. Through some e-
mail activities that can be facilitated by a teacher, the students are given the opportunity to
practice and demonstrate their reading and writing skills. It may also enhance further their
research and ICT skills. Barron et al. (2002) were able to present the following email
activities that can be fully maximized to develop the various language skills of students:
1. Pen-Pal Activities
This is the most common form of e-mail projects called electronic pen pals or e-pals.
Students can practice their written communication skills and can become aware of other
cultures and practice foreign language skills. This can be done through the following:
a. Belouga
[Link]
Founded in 2016, Belouga was started with the mission to encourage
intercultural communication to create a better tomorrow. Belouga is a global

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ecosystem connecting classes throughout the world where students and teachers can
connect, collaborate and learn from one another by identifying similarities and
embracing differences through everyday communication that is fun and educational.

b. Epals
[Link]
It enriches K-12 learning in the" classroom to create real world, culturally-
enriching learning experiences for Students. With ePals classroom matching, teachers
can connect their classes with other classes around the world who are interested in
collaborating on a special project together
c. Empatico
[Link]
It empowers teachers and students to explore the world through experiences
that spark curiosity, kindness, and empathy.
2. Peer-to-Peer Tutoring
Another form of electronic communication is peer-to-peer tutoring or mentoring. By
using e-mail communication, students will be provided with opportunities to practice their
mentoring skills apart from enhancing their language skills.
3. Ask an Expert
Email is a very powerful tool for students to use to engage the experts in the field
especially if the experts are far from their institution. They can engage the Ask an Expert
Website at [Link]

4. Round Robin Stories

In a round-robin approach, a participating class starts a story with one paragraph. The
story starter is sent to a predetermined class (class one sends its story class two, and so on).
Students work in small groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize, it is your
responsibility as the facilitator of the learning process to ensure that your students will be
fully guided to observe several guidelines in publishing their products. It must be noted that
the development of high-quality digital learning products and materials involves a complex

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combination of subject matter expertise, instructional design knowledge, and technical skills
– graphic design, photography, audio; video, Computer programming, etc. (Wilde, 2004).
With the engagements of all of this, 'it is very important to be mindful of the following;
A. Copyright Laws
Copyright Law protects works of authorship. Hence, it is very important for teachers
and students to learn more about copyrights laws and copyright acts to ensure that there
will be no copyright infringements that will happen in the process of authoring of
publishing materials offline or online.
According to Find Law (2020), the Copyright Act states that works of authorship
include the following types of works:
 Literary works. Novels? Nonfiction prose, poetry, newspaper articles and
newspapers? magazine articles and magazines, computer software, software
documentation and manuals, training manuals, manuals, catalogs, brochures, ads
(text), and compilations such as business directories
 Musical works. Songs, advertising jingles, and instrumentals.
 Dramatic works. Plays, operas, and skits.
 Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and
mime works.
 Pictorial graphic, and sculptural works. Photographs, posters, maps, paintings,
drawings, graphic art, display ads, cartoon strips and cartoon characters, stuffed
animals, statues, paintings, and works of fine art.
 Motion pictures and other audio-visual works. Movies, documentaries,
travelogues, training films and videos, television shows, television ads, and
interactive multimedia works.
 Sound recordings. Recordings of music, sounds, or words.
 Architectural works. Building designs? Whether in the form of architectural plans,
drawings, or the constructed building itself.

FindLaw (2020) further states that Copyright Law is important for multimedia
developers, and publishers for two reasons:
a. Original multimedia works are protected by copyright. The Copyright Act's
exclusive rights provision gives developers and publishers the right to control
unauthorized exploitation of their works.

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b. Multimedia works are created by combining "content" music, text, graphics,

illustrations, photographs, software that is protected under copyright law.
Developers and publishers must avoid infringing copyrights owned by others.

The detailed information about Copyright Laws can be searched from the World Wide
Web. Some of these can be read in Appendix A.
B. Anti-Bullying Act of 2013
Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013 of the
Philippines directs all elementary and secondary schools to adopt policies to address the
existence of bullying in their respective institutions, Bullying refers to any severe or repeated
use by one or more students of a written, verbal or electronic expressions or a physical act or
gesture, or any combination thereof, directed at another student that has the effect of actually
causing or placing the later in reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other student; infringing on the
rights of the other student at school; or materially and substantially disrupting the education
process or the orderly operation of a school.
One of the most common problems encountered today by internet users is bullying
online which we call cyberbullying. Consequently, it is important for teachers to be very
judicious and alert in advising students as they publish their requirements online or as they
communicate or collaborate through the World Wide Web.
C. Republic Act 101751
This is known as Cybercrime Prevention Act of 2012 declaring a policy that states
that the State recognizes the vital role of information and communications industries such as
content production, telecommunications, broadcasting electronic commerce, and data
processing, in the nation's overall social and economic development. The State also
recognizes the importance of providing an environment conducive to the development,
acceleration, and rational application and exploitation of information and communications
technology (ICT) to attain free, easy, and intelligible access to exchange and/ or delivery of
information; and the need to protect and safeguard the integrity of computer, computer and
communications systems, networks, and databases, and the confidentiality, integrity, and
availability of information and data stored therein, from all forms of misuse, abuse, and
illegal access by making punishable under the law such conduct or conducts. In this light, the
State shall adopt sufficient powers to effectively prevent and combat such offenses by
facilitating their detection, investigation, and prosecution at both the domestic and

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international levels, and by providing arrangements for fast and reliable international
cooperation.

Experience

Step 1:
Considering the tasks (e.g. project-based 'learning output, research output and the
like) you required your students to do in your learning plan, it will be good to let them
experience writing their thoughts and ideas about the task you gave them through a
group blog. Hence, think of a very good title for a blog that your future students will
do to allow them to share their thoughts about their requirements in your class.
Step 2:
After thinking of what the blog title is, develop storyboard for the blog and
prepare for the rubric that will be used to evaluate it. Please remember that you are
acting here as your future student (for your learning plan) and not as the teacher.
Hence, the blog that you will develop is a student sample of a blog that you will
present to your students for them to pattern or learn from. You may use the following
guidelines or come up with your own which is the same guidelines you will give your
students to follow after showing them your student sample:
Instructions:
A. Please read these guidelines carefully and write on your group blog all
information included in the guidelines by using communicative language with
video, photos and pictures during the development of your project.
B. Your blog will be reviewed according to the criteria applied and give one week as
of the announcement for those who have to revise it.
C. You can also include in the blog your reflection after doing your project.
Blog Assessment Criteria:
1. Project: General Information of the developed project (15%) The blog will report about
the general information of the language project required to be accomplished in the
learning plan (refer to your required project in your learning plan). It must have the
following information:
a. Title of the Project
b. Targeted Language Competencies of the Project
c. The Aim of the Project

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d. Beneficiaries of the Project

2. Pedagogical and Technological Contents (15%)

The blog will also report the pedagogical and technological requirements of the project.
It needs to discuss the mentoring methods used by the members of the group to be able
to accomplish the project. This has to include also the technological tools that they
employed in the development of their project.
3. Project Plan (20%)
The group blog will also present how the group was able to plan for their project and
how they were able to implement the plan.
4. Project Development (20%)
The group blog will feature the processes and their experiences while developing the
project.
5. Aesthetics (15%)
For this criterion, please remember that content, is king, but design is queen. You could
write the most gripping articles on your blog, but if your site is too disorganized or
simply too drab, then people might find you uninteresting. But if your blog design is too
.10ud and too jam-packed, then you would just end up giving your readers a headache,
Consider the following qualities:
a. User-friendliness: readable, navigable and usable
b. Reading Enjoyment: content is a king, writings on a blog should not sound
stiff and cold, because it should primarily be written with a persona/ touch
c. Useful Information
d. Overall Experience: great content, design, usability and interesting
6. Reflections (15%)
After doing the project, it is very important for you to share your lessons learned and
cite some possible suggestions as to how to improve the project planning and
implementation.

Step 3: After having a clear plan on the contents of your student sample blog, develop
this using any of the productivity tools discussed in class or you may choose to use an
application familiar to you,
Step 4: Present your student sample blog in the TTL 2 class for peer evaluation using
the criteria you developed.

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Examine

Activity 1
Revisiting Your Learning Plan
After thoroughly discussing the principles behind developing learning plans in
language teaching in Module 1; presenting the various active learning approaches in Module
2; and exploring various open-ended tools or productivity software applications in this
Module, revisit the learning plan that you started to do in the first lesson of this Module.
Guided by all the lessons in the first three modules, develop and finish your daily learning
outcomes and daily learning procedures.
Step 1: Reread the learning plan that you developed in Lesson 1: Activity 1 of this Module. If
there is a need to modify some of the information you stated earlier, feel free to modify it.
Step 2: After finalizing the earlier parts of your learning plan, start developing your Daily
Learning outcomes and Daily Learning Procedures. Consider the following in the
development of these sections.
a. Presentation of the learning plan to your students on the first day of its
implementation;
b. Language learning activities directly targeting the standards and language
competencies;
c. Taxonomies of learning to ensure that you will not just target lower order thinking
skills but to target higher order thinking skills;
d. Holistic development of students (Cognitive, Affective, and Psychomotor);
e. Integration of the active learning approaches (e.g. project- based learning, inquiry-
based learning, research-based learning whichever is applicable);
f. Integration of appropriate ICT tools to aid the acquisition of the language skills by
the students and to aid you as the teacher to manage the attainment of the learning
plan objectives;
g. Alignment of your learning plan assessment activities to the learning objectives;
h. Estimated time for each activity; and
i. Planning and development of the student projects and presentation.

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Step 3: Write your Daily Learning Objectives immediately followed by the Daily Learning
Procedures. If the space below is not enough, feel free to insert additional page following the
format.
Daily Learning Objectives:

Daily Learning Procedures

Activity 2
Creating Digital Stories
It is highly recommended that you include as part of your learning plan the task for
your future students to write any of your given requirements digitally. For you to be able to

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present to your future students an example of a digital story that they can create to allow them
to deepen their understanding of your learning plan, do the following steps.

Step 1: Think of any story that you can use as a springboard to allow the students to
understand the content of your learning plan.
Step 2: Search for some existing rubrics about digital stories from the World
Wide Web. If there is a need to modify your adapted rubric, modify it.
Step 3: Develop a story board.
Step 4: Develop the Digital Story guided by your rubric and story board.

Activity 3
Examining Copyright Law Knowledge
Step 1: Testing Your Knowledge about Copyright Law
Begin this activity by answering the following online quizzes on copyright law:
a. Quiz 1: Copyright and Fair Use
https:// [Link]/admin/quiz/56cf948c3db845c367a0f4c3/copyright-and-fair-use
b. Quiz 2: Copyright Fair Use Quiz
[Link] fair-use-quiz
c. Quiz 3: Copyright and Fair Use
[Link]
Step 2: Read the Copyright Documents of Intel Teach from the following websites:
a. Copyright Guidelines and Resources
[Link]
b. Copyright Chaos, an Educator's Guide to Copyright Law and "Fair Use"
[Link] Chaos
Step 3: After reading all the documents about copyright laws, answer the following
questions:
a. What does copyright law say about a work, e.g. photo, diagram, chart, or whole
journal article, which does not have the copyright symbol? How will you include
these in your project presentation?

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b. Are patchwriting and rephrasing a good remedy to avoid obtaining copyright

permission to an existing work? Why?

c. What does copyright law say about a generally copyright protected work such as a
chart, graph, diagram, figure, drawing, photograph or map? Can this be copied
without permission? Why?

d. How is copyright infringement related to plagiarism?

Explain.

e. Are the Filipinos covered by the Copyright Laws of other countries? Why?

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MODULE 4
Producing Learning
Resources Using
Technology Tools

Lesson Outcomes

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

 identify various instructional materials (IMs) and technology tools in language
teaching and learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 prepare IMs that will enhance language learning utilizing selected technology tools
in delivering the learning plan; and
 create appropriate IMs using technology tools in learning language.

Introduction

Instructional Materials (IMs) are very important because -they contribute a lot to student
learning and teaching. It is never new to claim that IMs help to improve students' knowledge
and skills and teachers' management of the class requirements. Much has been written to
present the relevance of instructional materials in general and for language teaching in
particular. Using instructional materials in language classes makes language learning
fascinating and authentic. It enables both the teacher and the student to enthusiastically
participate in the language learning activities; hence, givingthe students the opportunity to

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acquire the knowledge and the skills of language aimed at in their lessons. By the use of well-
prepared TMs, teacher’s self-confidence to deliver their lessons is also heightened while the
students are also given the opportunity to actualize their learning.
There are a lot of teachers who use traditional instructional materials to enhance the
teaching learning process. This module aims to present to you the innovative ICT-based
instructional materials that can be used to enhance language instruction. The texts, charts,
models, graphics, and other objects usually presented in printed materials will be shown
using interactive ICT tools to enrich 1M development and presentation.

LESSON 1
Characteristics of Appropriate
Instructional
Materials in Language Teaching
Lesson Outcomes

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

 identify various instructional materials (IMs) and technology tools in language
learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 create appropriate IMs using technology tools in learning language; and
 evaluate the relevance and appropriateness of ICT resources in language learning.

Excite
STEP 1: Review the Blogs Developed in Module 3
In this activity, you will exchange and share your general evaluation of the blogs your
class created in Module 3. In the sharing, consider the following:
 Do the student Sample blogs meet the desired outcomes and expectations? Explain.

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 How do the blogs support language learning?

STEP 2: List ideas to improve the student sample blogs

Explore

Information and Communication Technologies (ICTs) can be significantly useful as

tools for language instruction. In the Philippines, the languages that are being taught are
Mother Tongue; Filipino, English and other foreign languages. With the integration of ICTs in
teaching languages, the need to process data quickly and integrate voice, music, video,
pictures, and text into lessons can be fully addressed. Eslit (2017) claims that ICTs can be
programmed to tailor instruction and tests for each individual language learner.
To be able to use these technologies successfully as tools and materials and to help 'in
effective conduct of language classes, some principles on suitability, adequacy, and efficient
utilization will also be discussed in this Module. The effectiveness of instructional tools in
promoting students' academic performance in teaching and learning is indisputable. It
provides the much needed sensory experiences needed by the learners for an effective and
meaningful behavioural change (Ajoke, 2017). Slavin (2010) also added that, well-planned
and imaginative use of visual aids in lessons banish apathy, supplement inadequacy of books
as well as arouse student's interest by giving them something practical to see and do, and at
the same time help to train them to think things out themselves.
In language teaching and learning, there are a lot of instructional materials that can be
prepared to enhance the teaching-learning process. These instructional materials can be
prepared with the support of technologies.

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Some of the common language teaching materials will be presented in this module and the
technological tools that can be used to prepare them are also described. Gone are the days
when cassette tapes, radios, and televisions were the only technologies being used to allow
students to demonstrate language skills for the English or Filipino subjects or courses? Today
there are a lot of instructional materials that are being used to enhance language learning that
are ICT-based.
Computer-Based Instructional Tools and Materials in Language Teaching
The numerous technology tools being used in language teaching are fully supportive
of the different types of instructional materials commonly used in language teaching. Below
are some computer-based instructional tools, strategies and materials in language teaching.
A. Computer-Assisted Language Learning (CALL)
Computer-assisted language learning (CALL) is a fundamental part of English
teaching methodology and it is a highly acknowledged means in attaining learning
objectives. Computers provide many opportunities of exchanging ' ideas and
information at both national and international level. Before this technology? Students
were not able to learn language easily and they had to face many hurdles and
difficulties. The classical and traditional methods used by the old teachers couldn't
help them to learn foreign language effectively. The old teaching methods couldn't
fulfil the requirements of learning and learners. But now the advanced and
progressive technology of the computer has motivated the learners to learn language
effectively. The computer has become a valuable tool of learning for modern students
(Lohdi, 2019). Eslit (2017) also described CALL as one of the many tools and
techniques that can help improve the students' language competencies. He claims that
this new technology in language education has increased learner autonomy, creativity,
productivity and team work. It has been used with interactive teaching approach to
tutor language learners through language drills or skills practice. It has also been used
as stimulus for discussion and interaction; or as a tool for writing and research. Abate
(2018) conducted a research on blending Content and Language Integrated Learning
(CLIL) and CALL. The research found out that the use of simple but efficacious web
tools during lessons in CLIL approach improved learners' competencies. The web
tools enable communication; facilitate access to knowledge, online dictionaries and
other learning resources and increase exposure to using a foreign language. CLIL
develops cognitional improvement, cultural understanding without any substantial

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loss to content learning. The use of ICT enhances effective student's motivation to
learn languages.
The use of CALL in today's language classroom has imPr0ved a lot because of
the new trends of technologies and because of the various challenges and innovations
in language teaching and learning. In a research conducted by Paul Lyddon (2018), it
was pointed out that digital technologies have increased communications between
speakers of different languages, but the widespread use of online machine translation
has become a disruptive force for foreign language education, as it permits intelligible
exchanges between persons with little or no knowledge of a foreign tongue. The
research further notes that as machine translation technology only continues to
improve, the entire purpose of foreign language learning, computer-assisted or
otherwise, may one day soon likely be called into question. It is, therefore,
recommended that while nothing is ever truly future-proof, the sustainability of
foreign language education may require a shift in focus, away from traditional
language acquisition and toward social semiotic awareness and multimodal
intercultural communication. This suggests possible roles for digital technologies in
sustainable language teaching.
B. Language Instructional Materials Supported by Technology Tools
Ajoke (2017) cited the different types of instructional materials in teaching
English as a second language. These types are also useful in teaching other languages.
1. Instructional Charts
One of the common types of instructional materials in language teaching and ,
learning is a chart. Charts can be seen on printed materials but their presentation can
be enhanced and are presented in 3D or 4D form with the aid of technology, Charts
can help language learners read with understanding data and concepts that are not
presented in text forms. By the use of charts, students' writing skills beyond text
writing are enhanced because some charts also involve how to show relationships and
demonstrate processes and so on. The following are some of the many that can be
used to develop charts:
a. Microsoft Word
Microsoft Word does not only allow you to create documents but it also
has a provision to allow you to create charts or graphs that will add to the visual
appeal of the presentation of your text.
b. Microsoft Excel

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One of the main features of Microsoft Excel and other spreadsheets

applications is to create charts and graphs. For language learners, a simple chart in
Excel is more comprehensible than 'to see a lot of sheets and cells full of numbers.
c. Microsoft PowerPoint
PowerPoint offers various tools that can make your presentation
interactive, One Of its features is to present charts in a slide.
d. iOs, Andriod, and Windows Phone and iPad Chart Maker Apps
These are Numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator
HD, Roambi Analytics, and Graph
2. Posters
Many of the schools in the Philippines have been requiring their students to
participate in poster-making activities to further develop their creativity and to help them
express their ideas through a pictorial device. With the advent of tutorial videos on YouTube,
students can develop more creative and digitalized posters. Moreover, there are several
applications that students can download and use for their poster making activity. These are
free samples of the free poster maker applications available:
a. Spark Post
https:[Link]/make/posters/
Adobe Spark is a suite of design tools that allows you to make your own
posters, videos and webpages using your computer or, iOS mobile device. The poster-
making tool of this collection of apps is called Spark Post. This app offers a range of
poster templates and layouts that you can use to create your own custom posters for
sharing on social media and for print.
b. Canva's Poster Maker
[Link]
Canva's poster maker has hundreds of templates designed by their team of
professional designers. Templates are have shortcuts to great design: You'll have a
custom poster in minutes.
c. Block Posters
[Link]
Block Posters can let you make your own custom poster for free. Upload an
image, choose your options, and then download and print out your own personalized
huge poster.
d. Posterini

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[Link]
Posterini poster maker redefines the meaning of design, combining augmented
reality, artificial intelligence and gamification in a unique way.

e. PosterMyWall
[Link]
It is a website that features amazing poster templates and has an easy-to-use
custom graphics service.
3. Flashcards
Flashcards are indispensable instructional materials in language teaching, these are
commonly used in reading and in teaching lessons in phonology and morphology. With the
presence of free educational websites, language teachers will not have difficulty in preparing
their flashcards. The following websites, organized by SoftoniC (2020), may help you
prepare your flashcards for your language classes:
a. Anki
[Link]
Anki is a powerful, multi-purpose application. Flashcards created using Anki
can contain text, sound, images, and formatted documents in standard LaTeX.
b. Vocabla: English Dictionary
[Link]
Vocabla focuses on the study of words. To make expanding your vocabulary
more fun and addictive, Vocabla introduces competitive elements, with achievements
and points in the rankings, just like in games. The unique feature of Vocabla is an add-
on for Mozilla Firefox, which allows you to add Words and create flashcards directly
online.
c. Learn Spanish with EduKoala
[Link]
Edukoala is pretty similar to the previously mentioned app, but its uniqueness
is in the way it lets you learn new words every time you unlock your Android phone.
In the settings, you can choose to be challenged with words, instead of the traditional
code or swipe pattern, to unlock your phone. Edukoala will display a question and
three possible answers; answer the question correctly to unlock your Android. It's an
interesting approaCh, but as the developer admits, it doesn't work on every phone, and
you'll need to download a different app for each language you want to learn (the app

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offers English, Spanish, German, French, Chinese, Italian, Russian, Portuguese,

Hindi, Japanese, Norwegian, and Greek).

d. Study Blue
https//:[Link]/iphone/education-reference
Study blue allows you to easily create flashcards with text, sound and images.
You can, for example, take a photo or draw something, and then add more information
manually or verbally.
4. Slide
Among the various types of materials that are available for projection, slides and film
strips are the foremost visual aids. They are of great value in teaching traditionally, slide
projectors have been used by teachers for their slide presentation. These slide projectors have
been used for projecting pictures from a transparent slide on a wall or screen. Nowadays,
innovative and stimulating presentation applications are commonly used by teachers. These
presentation software applications have very good features that can make the presentation of
lessons near to seeing real objects and subjects. Some of these are:
a. Microsoft PowerPoint
Segundo and Salazar (2011) in their research state that PowerPoint this
program has become the world's most widely used presentation program and is a
complete presentation program that allows teachers to produce professional-looking
presentation in EFL classrooms.
b. PowToon
Semaan and Ismail (2018) stated in their research that PowToon is a web-
based tool that offers a wide array of media options, graphics, cartoons, and animated
images to create animated presentations that flow smoothly and logically It also
features classroom accounts for project- based learning PowToon can be used to teach
any subject. In 2014, Tracy Weber cited by Semaan and Ismail (2018) described
PowToon as a potential application to teach language courses particularly English.
She said, it could be employed in an English class to demonstrate knowledge of
Romeo and Juliet from a students' perspective; and even in industrial arts class by
demonstrating welding techniques. PowToon paves the way towards teaching higher
order thinking skills like critical thinking, summarizing, and problem-solving which
are basic skills for a successful global citizens in the 21st Century.
c. Google Drive Presentation

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Google Drive Presentation is a cloud-based presentation; hence, it is always

available because you can always access it anytime there is net connection using your
PC, Chrome Book, Android etc.
Since it is part of the Google's Software Office Suite within the Google Drive, you
can also easily share it to your students in your language classes.
d. Slide Rocket
This is a web-based program that will allow you to create presentations for
your language classes. This software is very similar to other presentation software like
PowerPoint and Prezi. Its notable features are its templates which can be used to make
presentations more visually appealing.
e. Prezi
Just like PowerPoint Presentations, there are several pieces of research that
claim that Prezi is commonly used for presentation in academic instructions. Houska
(2013) stated that Prezi is taking hold in some disciplines and circles. Instructors,
professional speakers and students continue to post presentations created though Prezi
online for public perusal. These presentations can be an excellent starting point for
tech-savvy instructors intending to reinvigorate their classroom instruction or present
material in a novel, engaging format. In language teaching, the research of Yusny and
Kumita (2016) concludes that teaching grammar utilizing Prezi presentation helps
students improve their grammar mastery. Additionally, it also shows that the students
have positive responses toward utilizing Prezi presentation in grammar lessons.
However, they emphasized that the development of Prezi presentation in all education
materials should carefully adhere to the principles Of instructional design and must
not overuse the features as it could also lead to negative effect to the learners.
5. Work Sheets and Forms
A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like Microsoft
Word, a teacher can also develop electronics forms.
a. Google Forms e. QuickTapSurvey

b. Monkey Survey Form f. Type Form

c. Paper Forms g. Cognito Form

d. Survey Planet h. Ninja Forms

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6. Newsletters
A newsletter is a very useful material in language teaching and learning. Preparing a
newsletter will develop and build the vocabulary and writing skills of students through
drafting, revising, editing, and publishing. Students will become familiar with the process of
producing formal written documents, such as magazines and newspapers. Through interacting
with others in the class, students will also learn how to work within a team. Moreover, the
following skills can also be developed:
 Receptiveness to language reading, listening and understanding
 Writing, spelling, grammar, drafting, revising and editing
 Imagination, confidence in using oral language and creative skills
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling
The following are also important factors to consider when preparing a newsletter
(explorer, n.d.):
 Accuracy: Ensure the facts are right (including how to spell names). Always use
the five WS and H (Who, What, When, Where, Why, How?).
 Audience: Who will read the paper? Is your story of Interest to them?
 Research: Always check facts that you have collected use reference materials if
needed,
 Images: Don't leave the images to the last minute always think how the image can
grab the reader's attention- that can be used with the article.
 Writing: What is the WOW factor of the story? - Start with a good lead.
Remember that you want to grab the reader's attention and then want to read more.
Use the worksheet below to assist with writing stories.
7. Pamphlets
A pamphlet is a small, unbound booklet focused on a single subject for educational
purposes. Pamphlets are non-periodical. They are written for the layman, simply and without
excessive jargon. Authors present text and images in an organized fashion to communicate a
clear message. Pamphlets can be folded in a variety of ways, such as in half, in thirds, or in
fourths (Lucid Press, 2020). The sample technology tools that you can use to develop your
pamphlets are:

a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press

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8. Brochures
A brochure is used to advertise a company and its products or services (Lucid Press,
2020). Some applications that you may use to develop your brochures are:
a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. flipsnack

9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes it is a satirical
comment on a serious or topical issue. A strip cartoon is a sequence of framed drawings,
which tell a story. Both types are to be found in newspapers, magazines and leaflets. In
development situations a cartoon is a method of conveying a specific message. How to use
cartoons Cartoon pictures enable people to discuss sensitive issues and so are useful for
teaching and training. Listening skills in the language class can be extended and developed
using cartoon strips. You can read out a description of something, which needs to be drawn in
sequence, each part in a separate frame. Ask the students to listen carefully, while you read
the piece two or three times. Then ask them to draw what they have heard. You could provide
a template with several ready frames for them to fill in. You could do this with two separate
groups and ask the students to discuss what they see in the picture. You can then evaluate
how well they have understood the piece you read. Cartoon strips can be used to teach
sequencing to students. Find) or draw, a cartoon strip with between three and eight separate
frames, Cut out each frame and rearrange them so that they are in the wrong order. Stick them
down in the new order and make one copy for each group. Ask them to cut each frame out
and put them in the correct order. Before you do this, show the students an example on the
chalkboard of pictures in the wrong order and ask them to put them in the correct sequence.
The above exercise can also be used in a workshop or training session, using a topic related to
the subject of the workshop or session. As it encourages discussion and team decision-
making, it can be introduced as an ice-breaker. The less obvious the order, the more
interactive the process will be as each group may suggest different answers. This creates an
opportunity for each group to explain their answers and defend their position (Ajoke, 2017).

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There are cartoon making software that can be paid online but the following are free cartoon
making software that you may use or let your students use:

a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Pixton
10. Journals
Journals are records of personal insights and experiences of students. These can serve
also as instructional materials to be used by teachers to be able to manage the reflections and
sharing of insight in the class. Journal writing is a very good activity for students because
they have the freedom to write their thoughts and feelings about their learning experiences.
The following are some examples of free technological applications that can be used to help
students write their journals digitally:
a. Perspective App by Blinky
b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App
11. Bulletins Boards
Digitally, a teacher can develop online bulletin boards where he or she may post some
language activities or information that are helpful for the students' acquisition of the language
competencies. There are applications (Ferlazzo; 2011) that can be used for this purpose and
these are:
a. Wallwisher (now called Padlet)
This was the first online application that enables you to place virtual post-it notes
on a virtual corkboard or bulletin board easily and allow you to post text, images,
and/or videos on them.
b. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool. The site enables you
to embed your virtual bulletin boards. Other features include real-time
collaboration and a chat room for the people collaborating.

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c. Popplet
You can make an online "bulletin board" with virtual "post. Its" (called "popplets".
Except for the fact you have to register to use it, Popplet is just as easy and, in
some ways, easier to use with a lot more functionality.
d. Spaaze
This is similar to the others on this list; with registration is required.
e. Group Zap
This app joins a long list of online virtual "corkboards." It has some nice features,
including the ability to convert your board to a PDF and being able to "drag-and-
drop" images and documents from your files.
f. RealtimeBoard
This is an online whiteboard that seemed like a decent tool for real-time
collaboration. It's easy to use, and lets you upload images from your computer or
by its URL address. They offer free "Pro" accounts to educators.
Characteristics of Effective and Efficient Instructional Tools
Simply using technology is not enough to learn a language. An effective
ICT-based instructional material is a well-planned and a well-designed one. This means that
the preparation of the IMs must be planned very well and it must be ensured that they are
developed to meet the learning objectives of the language class. In addition, English language
competencies should be given importance during the planning, in-service training and in the
making of ICT strategic plan, action plans and strategic intervention materials for English
language instruction. It is also highly recommended that teachers maximize the use of
teacher-made websites, OER (open educational resources) and, software or mobile
applications to encourage autonomous learning of students at the same time utilize these tools
in flipping the classroom along with task-based language activities, content and language
integrated learning and project-based outputs (Beduya, 2018).
The following are the characteristics of an instructional tool that is effective in the
classrooms.
1. Enhances instructional effectiveness
The instructional material must be able to facilitate the increase of students'
achievement in language classes. Through the instructional materials, all students
including those with special learning needs and students at risks will be benefited and will
be helped to demonstrate the intended learning outcomes of their language courses. With

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the use of technological tools, students' progress is monitored and acted upon by
concerned individuals like the teachers, the parents, and the school as a whole.
2. Promotes active learning
Instructional materials are expected to help promote active learning. Through
the use of interactive technological tools, learning interest is stimulated and students'
focus is redirected. By this, students and teachers will be highly engaged in the
learning process. The International Society for Technology in Education (ISTE) cited
by Barron (2002) gave the following descriptions of a learning environment that uses
interactive technologies:
Traditional Learning
New Learning Environment
Environment
Teacher-centered instruction Student-centered learning
Single-sense stimulation Multisensory stimulation
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active, exploratory, inquiry-based
learning
Factual, knowledge-based learning Critical thinking and informed decision-
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed and
implemented in such a way that they help develop critical thinking skills among the
learners. According to Barron et al. (2002), the structure and use of technology can
promote higher-level thinking skills. They further stated that some technological tools
are designed to encourage problem-solving skills.
4. Accommodates differentiated instruction
Students have diverse backgrounds and have diverse intelligences and learning
styles. They learn in different ways. They express their thoughts and ideas also
differently. Consequently, instructional materials and tools must be of help to the
teacher to facilitate his or her classes considering the different profiles of the students.
There must also be an opportunity for individualized and independent learning with
collaborative and cooperative learning.
5. Motivating

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The use of instructional materials is a big help for the teacher to facilitate the
teaching-learning process, ' The use Of these materials is, expected to motivate the
students to pay attention and actively participate, With the ubiquity and variety of
educational tools available to language teachers, selecting the most appropriate and
best format is very critical to stimulate learner motivation.
6. Multisensory
One of the biggest challenges among teachers is to prepare for instructional
materials 'that are multisensory. With the advent of technological tools developed by
Very good programmers, multimedia are available that allow teachers to just learn
how to use them the maxium in the teaching of their lessons.
Universal Design for Learning (UDL)
The concept of, UDL is a very important concept in preparing instructional: tools in
language teaching, The concept stemmed originally from the UD principles, as Well as from
research in neuroscience on how the brain learns (Rose & Meyer 2002). According to Dalton
et al. (2019), universal design for learning applies the concepts of accessibility and inclusion
beyond physical environments, to design teaching and learning opportunities in Ways that are
varied, accessible and engaging for all, students, including those with differing needs and/or
disabilities. In this way, appealing to the 'broadest range of diversity in our student
populations, the framework of UDL strives to remove discrimmatory practices, as the
learning needs of most students are taken into account when instruction is designed.
Professional practitioners and academicians were able to share their thoughts about
UDL principles. These principles are very important for us to appreciate how we can
integrate the concept in our ICT-pedagogy integration.
A. National Disability Authority (2020)
The National Disability Authority cited the following 7 Principles of Universal
Design which were developed by Ronald Mace and group in North Carolina State University.
Principle 1: Equitable Use
The design IS useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever possible;
equivalent when not.

b. Avoid segregating or stigmatizing any users

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c. Give provision for privacy, security and safety should be equally available to all
users.
d. Make the design appealing to all users.

Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.
Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user's accuracy and precision.
d. Provide adaptability to the user's pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's experience,
knowledge, language skills, or current concentration level.
Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.

Principles 4: Perceptible Information

The design communicates necessary information to the user effectively, regardless of the
ambient conditions or the user's sensory abilities,
Guidelines
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize "legibility" of essential information.
d. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions).
e. Provide compatibility with a variety of techniques or devices used by people with
sensory limitations.

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Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended
actions
Guidelines:
a. Arrange elements to minimize hazards and errors: most used elements, most
accessible; hazardous elements eliminated

b. Provide warnings of hazards and errors.

c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum Of fatigue.
Guidelines:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.

Principles 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use,
regardless of user's body size, posture, or mobility,
Guidelines:
a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance.
B. Center for Academic and Faculty Development (2020)
The Center of Academic and Faculty Development of Durham College cited the following 3
UDL Principles. These principles are deem important to educators as we are often
challenged to design and deliver curriculum for an increasingly diverse student population.
Each student learns differently and can benefit from having a variety of learning formats to
choose from, flexible assessments, and tools to help with organization of new information

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and skills. UDL provides us with a variety of strategies and resources to help meet diverse
learning needs, improve accessibility to learning opportunities, and increase student success.

Principle 1: Provide multiple means of representation

Present information and content in different ways
Principle 2: Provide Multiple Means of Action and Expression
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning

The above cited concepts and principles of Universal Design Learning are very
helpful to rationalize why it is very important for every teacher not to just pick any
instructional tool for the sake of having one and for the teacher to integrate technologies
without understanding some learning principles. In language teaching, a teacher must be
vigilant, innovative, and creative in choosing and/ or in developing instructional materials to
ensure that the above cited UDL principles will be put to practice. Language learning is very
crucial among students because language is the main tool in our day-to-day living.

Experience
To allow you to apply and experience working as a student and as a teacher, you will do the
following activities:
Activity 1
Evaluating Language Teachers' Multimedia Presentations
Step 1: Identifying Objectives
To review the potential benefits of facilitating learning with multimedia presentations,
identify some of the reasons behind going over some samples of well-designed
multimedia presentations.
Step 2: Citing Best Features of Multimedia Presentations
Recall the features of multimedia presentations and note if these features are
demonstrated by the multimedia presentations you will review. Recall also the
principles and guidelines in developing instructional materials.

Step 3: Reviewing Shared Multimedia Presentations

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Search from the internet shared language multimedia presentations that were
developed by English and Filipino Teachers. Download 5 presentations for English
Language courses and 5 presentations for Filipino Language courses. It will be easy
for you to get some from the SlideShare website. Observe the following inclusion
criteria in choosing the ten multimedia presentations given below.
a. 5 Multimedia presentations for lessons in English courses written in English
b. 5 Multimedia presentations for lesson in Filipino courses written in Filipino
c. Developed from 2015 to current time
d. With a minimum of 10 slides
e. Must engage more than one Senses
f. Must be developed by a professional teacher
g. Freely shared
Step 4: Preparing for the Review Report
Prepare your review reports by answering the following questions:
a. Are the contents supported by research or care based on proven facts?
b. Are the contents logically organized?
c. Did the presentations highlight the key points about the topic?
d. Are the languages used appropriate to the age and experience of the audience?
e. Are all the references cited properly?
f. Are the objectives of the presentation stated clearly?
g. Is there an opportunity for the audience to participate in the presentations?
h. Is there an opportunity for checking understanding?
i. Can the presentations be delivered within the allotted time?
j. Did the presentations follow appropriate designs along the following:
 The presentations generally have a title page.
 Dark texts are displayed on light background or white texts on dark
background
 The backgrounds are Simple
 The presentations used only one color scheme
 Slides are not cluttered with too many elements
 The presentations stimulate interests through the use of layouts, graphics,
sounds, and or transitions.
k. The textual elements meet appropriate design:
 Text is kept to a minimum

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 Font types are easy to read

 No more than two types of fonts are used
 Slides do not have too many bullets
 Spelling, grammar and punctuations are correct.
l. The presentations feature interesting images or visuals.
m. The use of multimedia elements helps explain the concepts better.
n. The images are appropriate to the .age and experience of the audience.
o. The multimedia elements are not distracting or repetitive.

Step 5: Reporting the Review

Organize your report and prepare to discuss it in class. Start with the best
features followed by the points for improvement.

Step 6: Recommending for the Areas of Improvement

Provide some tips to come up with improved multimedia presentations
benchmarking from the reviewed multimedia presentations.
Activity 2
Making Table, Graphs, and Charts Using Web-based Applications
Step 1: Exploring Apps for Making Table, Graphs, and Charts
Explore the different applications on developing charts, tables, and graphs that
were represented earlier.
Step 2: Using the Software Applications
You explore and learned how to use the software applications in making
graphs and charts, Think of your language lesson plan and identify data that you have
to present using charts or graphs. Develop your graphs or charts for presentation.
In preparing your graphs and charts, you need to consider the following:
a. your lesson objectives;
b. your target audience;
c. the role of the charts in conveying your message;
d. how you will present the charts; and
e. the best type of chart or graph with which to present the information.
Step 3: Presenting Developed Graphs and Charts
You will be asked to pair with a classmate and share your graphs and charts with one
another. After this, share your graphs and charts with the rest of the group.

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During the graphs and charts sharing, try to compare your graphs and charts with the
other pairs and identify the best presentation and reflect why such is the case.
To check further on your graphs and charts, consider the following:
a. Can you and your students easily understand the chart or the graph?
b. Was the message that you wanted to convey the message conveyed?
c. Are all the essential information provided by the charts and the graphs?
d. Is the chart or graph positioned in the document properly?
Activity 1
Creating Newsletter
During this activity, develop a newsletter that will become a component of your
learning plan portfolio. Develop a newsletter to help you meet your targeted student learning
objectives. Since the newsletter that you will develop is a student sample, make sure that the
content of your newsletter is appropriate to your learners profile and are relevant to the
contents of your learning plan.
The rubric below (Intel, 2010) will be used to evaluate your newsletter.
4 3 2 1
Knowledge of My newsletter My newsletter My newsletter My newsletter
Subject Matter shows that I shows that I Shows that I shows that
understand the understand the understand most I do not
subject matter subject matter. of the subject understand
well, and matter. the subject
explains matter very
why the subject well.
is important.
Understanding I understand I Understand I understand I do not
Concepts relevant major concepts. some of understand
concepts. I I offer the major major
offer unique interpretations concepts. I offer concepts.
interpretations or extensions. some simple I offer no
or extensions, interpretations interpretations
including or extensions. or extensions.
generalizations,
applications,
and
analogies.
Language I use interesting I use language I try to use I do not use
language that that holds the language language
appeals to the audience's that holds the that holds the
audience. attention. audience's audience's
attention. attention.
Writing Style My writing uses My writing My writing My writing
many features uses features sometimes does note

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of journalistic of journalistic uses features of use features

style, such as style. journalistic of journalistic
leads, .compact style. style.
paragraphs, and
sentences.
Sentence My sentences My sentences My sentences My sentences
Structure flow together and vary flow show little are all simple
naturally, and together variety. in structure.
are naturally.
varied in length
and structure
to enhance
meaning.
Conventions My newsletter My newsletter My newsletter My newsletter
has no spelling, has only one has some has many
grammatical, or or two minor major spelling spelling and
typing errors. spelling, or grammatical grammatical
grammatical, or errors. errors.
typing errors.
Graphics The graphics The graphics Most of the Many of the
add information add to the graphics relate graphics
to my content of my to distract
newsletter. newsletter. the content of readers from
The graphics my the content of
and newsletter. my newsletter.
text flow
together
naturally.
Design My newsletter My newsletter My newsletter My newsletter
uses a good uses a good is design and
design and design and nicely designed layout is
layout I planned layout. in some parts, confusing and
my design and but other parts hard to read.
made color and are confusing or
layout choices hard to read.
for a reason.
Creativity I use language I use newsletter I try to use I do not use
and newsletter features to newsletter newsletter
features to communicate features to features to
communicate most of my communicate communicate
my ideas in ideas in original some of my my ideas in
original ways ways. ideas in original original ways.
that ways.
surprise readers.

Connection My content is My content is My content My content

Resources supported by a supported by is supported is supported
wide variety of good sources. by only a few by a single
good sources. Most of my sources. Some source or by
My sources are of unreliable

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sources are cited correctly my sources are sources.

cited correctly in cited correctly. My sources
in the the newsletter. are cited
newsletter. incorrectly.

Audience I think about I think about I try to think I do not try

and and answer about questions to answer
answer questions my my readers questions my
questions readers might might have, readers might
and concerns have. but i overlook have
that my readers some obvious
may have. questions.
Newsletter My newsletter My newsletter My newsletter The purpose
Features includes all includes all has a sense of of my
required the required purpose, but a newsletter
features, features, and few newsletter is unclear,
such as a table the target features may be and several
of audience is missing or newsletter
contents, a main clear. poorly features are
article, done. missing or
supporting incomplete.
articles,
graphics
with captions,
editorials, and
comics. All
features relate
to
the subject and
are appropriate
for the targeted
audience.

Step 1: Exploring Samples of Newsletters from the World Wide Web

Check On the following websites for additional newsletter writing ideas. In
case the identified websites are not available, you may Search for other websites for
your reference,

Newsworthy Journey
[Link]

TEACH Newsletter
[Link]

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instructional-materials/materials-adoption-course-supports/teach

Step 2: Planning the Content

Remember that you are creating a newsletter for your students to understand
your lessons, Hence, you need to think about how targeted learning objectives will be
achieved. In defining your contents, be guided by the following:

Overall Goal of the Newsletter

Title of the Newsletter

Elements Necessary for the Targeted Learning Objectives

Topics and Reference Materials needed

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Other Resources that will be used in the Creation of the Content.

The following are some possible information that you need to gather to include in the
newsletter:
 Letter to the editor
 Cartoons or sketches
 Puzzles or trivia questions
 Survey
 Public opinion poll
 Features
 New discoveries
Step 3: Creating a Newsletter Story Board
To ensure that you are guided by the principles of lay outing a newsletter and
of the development of its essential contents, it will help if you will create first a story
board.
Newsletter Title:
Lead Story Headline:

Secondary Story Headline:

Featured Articles

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Activity 2
Creating Multimedia Presentation
For presentations to be appealing, language teachers need to design their presentations
properly by utilizing a variety of media. That is why, it is called a multimedia presentation.
Apart from the teachers, students can also develop presentations to present their reports or
projects in a visually engaging manner. In creating slide presentations, variety of language
skills can be developed apart from computer operations and visual design skills.
In this activity, you will create multimedia presentations for your role as a teacher to
present some important concepts of your learning plan and create another multimedia
presentation as student sample for the presentation of the final output of the projects of the
students (output of integrating project-based learning).

For the Teacher Support Material

Step 1: Reviewing the Learning Plan
Go back to your learning plan and identify the learning objectives and the topic that
require the use of a multimedia presentation.

Step 2: Explore Presentation Software Applications

Go back again to the different presentations, software applications and explore how
these are used and choose which to use for your teacher sample presentation.

Step 3: Planning the Content

To be able to organize the content of the different slides of your presentation,
it will help if you will develop your storyboard. The following is a sample of a story
board presentation adapted from World Links (2008) that may help you. Fill it out for
this activity.
Part A

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Subject and Year Level

Lesson Title/Topic

Learning Objectives

Target Date of Presentation

Part B
Plan the parts of your multimedia presentation using the following boxes.

Slide 1: Title of the Presentation and your name

Slide 2: Objective/s of the presentation or the intended learning outcomes

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Slide 3: Something to generate interest in the topic (e.g. a quote, a photo, a

video, or a chart)

Slide 4: First main idea (specify the text, as well as the non-textual element, to
be put in this slide)

Slide 5: Support for the first main idea (e.g. example, short quiz, chart)

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Slide 6: Second main idea (specify the text, as well as the non-textual element
to be put in this slide

Slide 7: Support for the second main idea (e.g. example, miniquiz, chart)

Slide 8: Third main jdea the text, as well as the non-textual element,. to
be put in this slide)

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Slide 9: Support for the third main idea (e.g. example, miniquiz, chart)

Slide 10: Summary (may be presented visually, as in a tablet or a concept map)

References:
Ajoke, A. (2017). The Importance of Instructional Materials in Teaching English as a Second
Language. International Journal of Humanities .and Social Science Invention. Vol. 6.
Barron, A. et al. (2002). Technologies for education. Colorado: A Division of Greenwood
Publishing Group, Inc.
Beduya, L. (2018). ICt Integration in Language Instruction. Retrieved on February 24, 2020
from [Link]
1-august-24-2018/ict-integration-in-english-language-instruction/
Dalton, E. et al. (2018). Inclusion, Universal Design and Universal Design for Learning in
HigherEducation: South Africa and the United States. African Journal of Disability.
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Eslit, E. (2017). ComputerAssisted Language Teaching: Learning without Dust. Research
Gate
Publication from [Link] COMPUTER
LEARNING WITHOUT DUST

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Explorer (n.d.). Creating a Newsletter/Newspaper. Retrieved on February 24, 2020

from https://
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Aquarium_191213. &isAllowed=y
Ferlazzo, L. (2011). The Best Online Virtual "Cockbaords" (or Bulletin Boards). Retrieved on
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virtual-corkboards-or-bulletin-boards/
Houskä, J. (2013). Pedagogically Sound Use of Prezi. Psychology Teacher Network.
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[Link]
ptn/2013/05/prezi-sound
Lohdi, M. et al. (2019). Attitude of Male and Female Students Towards Computer Assisted
Language Learning at Intermediate Level. English Language Teaching. Vol. 12. No.3.
Lucid Press (2020). Pamphlet Vs. Brochures. Retrieved on February 24, 2020 from https://
[Link]/pages/learn/what-is-a-pamphlet
National Disability Authority (2020). The 7 Principles. Retrieved on February 25,
2020 from
[Link]
Rose, D. & Meyer, A., 2002, Teaching every student in the digital age: Universal design for
learning, Association for Supervision & Curriculum Development, Alexandria, VA.
Segundo, E. & Salazar, D. (2011 ). The Efficacy of Using PowerPoint Presentations to
Improve
Grammar and Vocabulary Learning Among the Students of the Intermediate Level
(Regular Program) of El Cultural Centro Peruano Americano in Trujilo Peru.
Repositorio
Institucional PIRHUA— Universidad de Piura.
Semaan, C. and Ismail, N. (2018). The Effect of Using PowToon on Learning English as
a Foreign Language. International Journal of Current Research. Vol. 10. Issue 5.
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Segundo, E. & Salazar, D. (2011 ). The efficacy of using power point presentations to
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grammar and vocabulary learning among students of the intermediate Il level Regular
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Slavin, R.E. (2010). A Synthesis of Research on Language of Reading Instruction for English
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Softonic (2020). Top Free Flashcard Apps. Retrieved on February 24, 2020 from
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Yusny, R. and Kumita, D. (2016). Using Prezi Presentation as Instructional Material in
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English_Grammar_Classroom
Za/aznick, M. (2019). Universal Appeal: How to Remove Barriers and Engäge All Students
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