“You should have a good idea of your destination....

If you do not know

where you are going, you cannot properly choose a way to get there.”
 “Brain Breaks”
Action Songs for Children - From Your Seat -
Kids Songs by The Learning Station

Brain Breaks - Action Songs for Children - From Your Seat - Kids Songs by The Learning Station.mp4
“I-CLASSIFY
MO!”
 Planning &
Developing
Learning Activities
in Response to Learner’s Needs

By: Mr. Nomerto M. Revilla Jr

Objectives
The teacher should be able to:
 Understand the appropriate activities
aligned the objectives
 Create the session guide aligned the
objectives
 Appreciate the importance of learning
activities to enhance the performance of
students.
ACTIVITY (10
MINS.)
1.Think about the kind of assessment that you apply in this
time of pandemic.

2.Brainstorm among your group members.

3. Share and agree on your group’s. On each piece of idea

card (any color), write your answer to the statement number
1.

4. Ask a reporter to present the output in two (2) minutes.

5. Post outputs in a designated area.

PRETES
T

Passive or Active?
Quizzes
Passive
Role Play
Active
PeerActive
Instruction
Collaboration
Active Activity
Assessment
Passive
ARE YOU READY
TEACHERS?
• Prepare yourself.
You should know your
lesson objective and what you
expect from the learners
after they answer the
activities and why you have
selected learning activities.
• Prepare your students.
Set reasonably and high
class expectations and
learning goals. Motivate
them and keep them
interested and engaged
with the learning activities.
• Present the material under the best
possible conditions.
Using media and materials,
especially if they are mechanical in
nature, often requires rehearsal and
a carefully planned performance.
• Present the material under the best
possible conditions.
Using media and materials,
especially if they are mechanical in
nature, often requires rehearsal and
a carefully planned performance.
• Follow up.
You use the
instructional materials
for the attainment of
a lesson objective.
Passive Learning

Active Learning
Activity Sheets (AS) are consumable
learning resources with practice exercises
for learners to work on.
 WANTS VS NEEDS

Howard Gardner theorizes that learners have many

types of intelligence, including musical, interpersonal,
spatial-visual, and linguistic intelligences, in order to
capture the full range of abilities and talents that people
possess.
 Passive learning 
it holds the student responsible for absorbing the
presented information on their own terms. The
information may be presented in the form of
lectures or assigned readings.
If your students prefer passive learning, consider
incorporating these options into your lessons.

 Assigned readings
 PowerPoint presentations
 Traditional or online lectures

Passive learning promotes defining, describing,

listening, and writing skills. This process initiates
convergent thinking, where a given question
typically has only one right answer. Normally,
instructors will test students’ understanding
through quizzes, assessments, and hand-outs.
Active learning is an approach to instruction that involves
actively engaging students with the course material through
discussions, problem solving, case studies, role plays and
other methods.
As opposed to merely listing off facts and explaining topics
through traditional lectures. Examples of active learning
include:

 Hands-on labs
 Group problems
 Peer instruction
 Games and challenges
ACTIVITY
GUESS
THE GIBBERISH
 QUESTION
• How would you integrate those
activities into this time of
pandemic?
 Active learning
approaches place a greater
degree of responsibility on
the learner than passive
approaches.

Instructor guidance is still

crucial in the active
learning classroom.
 Assessment Method

TRADITIONAL
ALTERNATIVE
AUTHENTIC
Why should assessments, learning objectives, and instructional
strategies be aligned?
Assessments should reveal how well students have
learned what we want them to learn while instruction
ensures that they learn it. For this to occur, assessments,
learning objectives, and instructional strategies need to
be closely aligned so that they reinforce one another.
Why should assessments, learning objectives, and instructional
strategies be aligned?
To ensure that these three components of your course are aligned,
ask yourself the following questions:

 Learning objectives: What do I want students to know how to

do when they leave this subject?
 Assessments: What kinds of tasks will reveal whether students
have achieved the learning objectives I have identified?
 Instructional strategies: What kinds of activities in and out of
class will reinforce my learning objectives and prepare students
for assessments?
 What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or

instructional strategies, it can undermine both student motivation
and learning. Consider these two scenarios:

 Your objective is for students to learn to apply analytical

skills, but your assessment measures only factual recall.
Consequently, students hone their analytical skills and are
frustrated that the exam does not measure what they learned.
 What if the components of a course are misaligned?

Your assessment measures students’ ability to compare and

critique the arguments of different authors, but your instructional
strategies focus entirely on summarizing the arguments of
different authors.

Consequently, students do not learn or practice the skills of

comparison and evaluation that will be assessed.
 What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be

used to assess different types of learning objectives (adapted from
the revised Bloom’s Taxonomy).

Type of learning objective Examples of appropriate assessments

 Recall Objective test items such as fill-in-the-
 Recognize blank, matching, labeling, or multiple-
 Identify choice questions that require students to:

 recall or recognize terms, facts, and

concepts
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Interpret Activities such as papers, exams, problem sets,
 Exemplify class discussions, or concept maps that require
 Classify students to:
 summarize readings, films, or speeches
 Summarize
 compare and contrast two or more theories,
 Infer events, or processes
 Compare  classify or categorize cases, elements, or
 Explain events using established criteria
 paraphrase documents or speeches
 find or identify examples or illustrations of a
concept or principle
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Apply Activities such as problem sets,
 Execute performances, labs, prototyping, or
 Implement simulations that require students to:

 use procedures to solve or complete

familiar or unfamiliar tasks
 determine which procedure(s) are most
appropriate for a given task
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Analyze Activities such as case studies, critiques,
 Differentiate labs, papers, projects, debates, or concept
 Organize maps that require students to:
 Attribute  discriminate or select relevant and
irrelevant parts
 determine how elements function
together
 determine bias, values, or underlying
intent in presented material
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Evaluate Activities such as journals, diaries,
 Check critiques, problem sets, product reviews, or
 Critique studies that require students to:
 Assess  test, monitor, judge, or critique
readings, performances, or products
against established criteria or standards
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Create Activities such as research projects,
 Generate musical compositions, performances,
 Plan essays, business plans, website designs, or
 Produce set designs that require students to:
 Design
 make, build, design or generate
something new
 What do well-aligned assessments look like?

Type of learning objective Examples of appropriate assessments

 Create Activities such as research projects,
 Generate musical compositions, performances,
 Plan essays, business plans, website designs, or
 Produce set designs that require students to:
 Design
 make, build, design or generate
something new

This table does not list all possible examples of appropriate

assessments. You can develop and use other assessments – just
make sure that they align with your learning objectives and
instructional strategies!
MYSTERY Box Game
ACTIVITY

MYSTERY BOX

Keep / Give The Box?

WORKSHOP ON CREATING SESSION GUIDE
 PATTERN

SESSION GUIDE
REFLECTION

Teddy Stallard Story MakeADifferenceMovie.com.mp4

 REFLECTION

“Every Child is a special and unique”

 THANK YOU!

“SANA AY MARAMING
NATUTUHAN”