INSTRUCTION

AL
CYCLE
Prepared by Shayne Klarisse E. Dinamling, LPT
THE
TEACHING-LEARNING
PROCESS ENTAILS

Preparation

Instruction

Assessment
 Preparing for
Teaching-Learning

Lesson Development
in OBTL Way
INSTRUCTION
AL
Utilizing Teaching-
Learning Resources
CYCLE
and ICT

Assessment FOR, AS,

and OF Learning
PREPARING FOR TEACHING AND
LEARNING
 LEARNING ESSENTIALS

Intended Learning Time-tested principles of

Outcomes should be learning should be
SMART. applied.

ILO’s determine the

It should be Facilitated
teaching method of the
Learner-Centered
teacher (Deductive or
Teaching.
Inductive).
INTENDED LEARNING OUTCOMES (OBJECTIVES)

• SPECIFIC
• MEASURABLE
• ATTAINABLE
• REALISTIC
• TIME-BOUND
TIME-TESTED PRINCIPLES OF TEACHING-
LEARNING

• SET CLEAR EXPECTATIONS AND LEARNING OUTCOMES.

• “WHAT I HEAR, I FORGET; WHAT I SEE, I REMEMBER;
WHAT I DO, I UNDERSTAND”
• LEARNING IS THE DISCOVERY OF THE PERSONAL
MEANING OF IDEAS; CONNECTION OF WHAT THEY HAVE
LEARNED TO THE REAL-WORLD
• LEARNING IS A COOPERATIVE AND COLLABORATIVE
PROCESS
TEACHING METHOD

• SYSTEMATIC AND
ORDERLY STEPS Begins with a rule, Begins with the
generalization, or concrete experience,
• PRACTICAL abstraction, and ends details, and examples,
REALIZATION OR with concrete and ends with a rule,
APPLICATION OF AN experience, details, generalization, or
and examples. abstraction.
APPROACH
• MAY BE DEDUCTIVE
(DIRECT) OR
INDUCTIVE
(INDIRECT)
LESSON DEVELOPMENT IN OBTL
WAY
 LEARNING ESSENTIALS

The K to 12 and Teacher The types of questions and

Education curricula are manner of questioning and
focused on outcomes, reacting that the teacher
standards, and uses have a bearing on
competencies. class interaction.
OUTCOMES-BASED TEACHING AND LEARNING
(OBTL)

• APPLICATION OF OBE
• EQUIVALENT TO COMPETENCY- AND
STANDARDS-BASED TEACHING AND
LEARNING
• ADOPTED BY DEPED, CHED, AND TESDA
OUTCOMES-BASED TEACHING AND LEARNING
(OBTL)

Intended Teaching-
Assessment
Learning Learning
Tasks
Outcomes Activities
 ART OF QUESTIONING

Types of Questions Description/Example

Factual/Convergent/Closed/Low-level Who, What, Where, When
With one acceptable answer
Divergent/Open-ended/High-
level/Higher-order/Conceptual:
Evaluating
Inferring
Comparing Has more than one acceptable answer
Applying
Problem-solving

Affective e.g. How do you feel?

REACTING TECHNIQUES
PROVIDING ACCEPTANCE AND CORRECTIVE
FEEDBACK
GIVING APPROPRIATE AND SINCERE PRAISE
REPEATING, EXPLAINING, OR EXPANDING
THE ANSWER
REPHRASING, REDIRECTING, SOLICITING
QUESTIONS
ASKING FOLLOW-UP QUESTIONS
REACTING TECHNIQUES: DON’TS

 CRITICIZING RESPONDENT FOR ANSWER

 SCOLDING FOR MISBEHAVIOR OR FOR
NOT LISTENING
 OVERUSING EXPRESSIONS SUCH AS
“OKAY” OR “RIGHT”
UTILIZING TEACHING-LEARNING
RESOURCES AND ICT
 LEARNING ESSENTIALS

Technology is an ever-
TEACHnology entails
significant part of the
evaluation and integration
learning environment.
of technological and ICT
Students should be given
resources to cater to the
opportunities to examine
needs of the 21st –Century
and utilize Learning
learner.
Resource Centers.
UNESCO ICT COMPETENCY FRAMEWORK FOR
TEACHERS VERSION 3 (ICT CFT V3, 2018)
• “COMPREHENSIVE FRAMEWORK TO
GUIDE TEACHERS’ DEVELOPMENT ON
THE EFFECTIVE AND APPROPRIATE USE
OF ICT IN EDUCATION”
• DIVIDED INTO 6 CLUSTERS
• ARTICULATES COMPETENCIES IN
VARYING LEVELS
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS
VERSION 3 (ICT CFT V3, 2018): ASPECTS

Understanding Curriculum and

Pedagogy
ICT in Education Assessment

Teacher
Application of Organization and
Professional
Digital Skills Administration
Learning
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS
VERSION 3 (ICT CFT V3, 2018): LEVELS

Level 1: Level 2: Level 3:

Knowledge Knowledge Knowledge
Acquisition Deepening Creation
THE LEARNING RESOURCE CENTER
• PROVIDE VALUABLE SUPPORT TO THE
TEACHING-LEARNING PROCESS
• PROVIDE PRINT, AUDIO-VISUAL, AND ICT
RESOURCES
• ORIENTATION AND TRAINING OF
TEACHERS IN THE USAGE AND
PRODUCTION OF USEFUL INSTRUCTIONAL
AND OTHER RESOURCES/MATERIALS
 Service agency
Agent of Coordinating
teaching agency

Laboratory of Recreational
learning reading center

LRC
Link to other
Center of
community
Resources
resources
 TECHNOLOGICAL INTEGRATION
• TECHNOLOGY INTEGRATION MATRIX
• COMPREHENSIVE FRAMEWORK TO DEFINE AND
EVALUATE TECHNOLOGY INTEGRATION
• PROVIDE DIRECTION IN THE PROCESS OF ACHIEVING
EFFECTIVE TEACHING WITH TECHNOLOGY
• CONNECT THE LEVELS OF TECHNOLOGY
INTEGRATION AND THE CHARACTERISTICS OF THE
LEARNING ENVIRONMENT
TECHNOLOGICAL INTEGRATION:
LEVELS OF TECHNOLOGY
INTEGRATION

Entry Adoption Adaptation Infusion Transformation

TECHNOLOGICAL INTEGRATION:
LEVELS OF TECHNOLOGY
INTEGRATION
• Teacher uses technology to
Entry deliver curriculum content to
students.

• Teacher directs students in the

Adoption conventional use of tool-based
software.
TECHNOLOGICAL INTEGRATION:
LEVELS OF TECHNOLOGY
INTEGRATION
• Teacher encourages this by
Adaptation allowing students to select a
tool and modify its use to
accomplish tasks.

• Teacher creates a learning

Infusion environment that emphasizes the
power of technology across subject
areas
TECHNOLOGICAL INTEGRATION:
LEVELS OF TECHNOLOGY
INTEGRATION
• Teacher creates a rich learning
environment in which students
regularly-engage in activities
Transformation that would have been
impossible to achieve without
technology.
TECHNOLOGICAL INTEGRATION:
CHARACTERISTICS OF THE LEARNING ENVIRONMENT

Active

Collaborative

Constructive

Authentic

Goal-directed
EVALUATION OF ICT RESOURCES
1. ACCURACY. THE MATERIAL COMES FROM
A RELIABLE SOURCE AND IS ACCURATE,
FREE FROM ERROR, AND IS UP-TO-DATE.

2. APPROPRIATENESS. THE RESOURCE IS

GRADE/LEVEL-APPROPRIATE. THE
CONTENT MATCHES WHAT IS NEEDED BY
THE TEACHER.
EVALUATION OF ICT RESOURCES

3. CLARITY. THE RESOURCE CLEARLY

ADDRESSES THE INSTRUCTIONAL GOALS
IN MIND.

4. COMPLETENESS. THE CONTENT IS

COMPLETE. IT HAS ALL THE INFORMATION
NEEDED TO BE ABLE TO USE THEM.
EVALUATION OF ICT RESOURCES

5. MOTIVATION. THE RESOURCE IS ENGAGING

AND REWARDING TO THE LEARNERS. IT WILL
ENCOURAGE THE ACTIVE PARTICIPATION OF
THE LEARNERS.

6. ORGANIZATION. THE RESOURCE IS

LOGICALLY-SEQUENCE. IT CLEARLY INDICATES
WHICH STEPS SHOULD BE TAKEN. THE
PROCEDURES OR PROCESSES FLOW SMOOTHLY.
EDUCATION 4.0: TRENDS IN EDUCATION

1. OPEN EDUCATIONAL RESOURCES – MATERIALS

USED FOR TEACHING AND LEARNING THAT DO NOT
REQUIRE PAYMENT OF ROYALTIES NOR LICENSE
FEES

2. SOCIAL NETWORKS – VIRTUAL VENUE FOR

INTERACTION BETWEEN TEACHERS AND LEARNERS

3. MOBILE TECHNOLOGIES – DEVICES USED AS

LEARNING TOOLS
 EDUCATION 4.0: TRENDS IN EDUCATION
4. INTERNET OF THINGS– SYSTEM OF COMPUTING
MECHANISMS THAT ARE BUILT-IN EVERYDAY THINGS;
“SMART”

5. ARTIFICIAL INTELLIGENCE – VIRTUAL ASSISTANTS; CAN

BE IN GAMIFICATION AND ADAPTIVE INSTRUCTION

6. VIRTUAL AND AUGMENTED REALITY– SIMULATION OF

ENVIRONMENTS; EXCITING WAYS OF EXPERIENCING
THINGS
EDUCATION 4.0: TRENDS IN EDUCATION

7. BIG DATA– GENERATED AND STORED DATA

FROM ALL ELECTRONIC AND INTERNET
TRANSACTIONS; “DATA CLOUD”

8. CODING– CREATION OF COMPUTER SOFTWARE,

APPS, AND WEBSITES; ROBOTICS PROGRAMS

9. ETHICS AND PRIVACY PROTECTION– SAFE AND

SECURE WAY IN USING TECHNOLOGY
EDUCATION 4.0: TRENDS IN EDUCATION
MASSIVE OPEN ONLINE COURSES (MOOCS)
DESIGNED FOR LARGE NUMBER OF
PARTICIPANTS
CAN BE ACCESSED BY ANYONE, ANYWHERE AS
LONG AS THEY HAVE INTERNET CONNECTION
OPEN TO EVERYONE; WITHOUT ENTRY
QUALIFICATIONS
CAN BE FREE
OFFER A FULL COURSE EXPERIENCE
EDUCATION 4.0: TRENDS IN EDUCATION

MASSIVE OPEN ONLINE COURSE INCLUSIONS:

EDUCATIONAL CONTENT
FACILITATION/INTERACTION AMONG PEERS
INTERACTION WITH TEACHER
ACTIVITIES/TASKS WITH FEEDBACK
NON-FORMAL RECOGNITION RITES
STUDY GUIDE/SYLLABUS
ASSESSMENT FOR, AS, AND OF
LEARNING
 LEARNING ESSENTIALS

Assessment for
Assessment as
learning is referred to
learning is referred to
as formative
as self-assessment.
assessment.

Assessment of
learning is referred to
as summative
assessment.
ASSESSMENT FOR LEARNING

• ASSESSMENT WHILE THE LEARNERS ARE BEING

TAUGHT
• ASSESSMENT IN THE MIDST OF INSTRUCTION
• DONE TO ENSURE IMMEDIATE LEARNING
• ENCOURAGES PEER ASSESSMENT
ASSESSMENT AS LEARNING

• SELF-ASSESSMENT
• DONE BY THE STUDENT AT THE END OF EACH
LESSON
• ENCOURAGES REFLECTION
 • FOCI:
• ASSESSMENT OF DOMAINS USING
ASSESSMENT OF LEARNING TRADITIONAL AND NON-
TRADITIONAL ASSESSMENT
• DONE BY THE • ASSESSMENT OF LEARNING
TEACHER AT THE OUTCOMES IN DIFFERENT
END OF EACH COGNITIVE LEVELS
LESSON FOR • CONSTRUCTION OF ASSESSMENT
ITEMS WITH CONTENT VALIDITY
GRADING PURPOSES
• TABLE OF SPECIFICATIONS
• PORTFOLIO
• SCORING RUBRICS
• K TO 12 GRADING SYSTEM
• REPORTING STUDENTS’
PERFORMANCE
THANK
YOU!