Prelim

in a r ie s

Introduction Rationale

Outline of the
Objectives
Presentation
 GOOD DAY
STUDENTS???

Ooops………..
Where are you?
SAMUEL A. REYES a.k.a“SIR CUTE DAW?”

Just kidding
 RATIONALE
Ensure the effective delivery of
the curriculum and mastery of
the Most Essential Learning
Competency or Program
Outcomes using modular mode
of learning
 OBJECTIVES
• Distinguish the components of a model-
student centered outcomes-based learning
module
• Appreciate and consider expert advice when
preparing modules for home-based learning
• Design a module for a lesson using a
prescribed format
 OUTLIN
E OF T H
PRESEN E
TATION

Understand the
Components of a Retracing the Steps
viewing FAQs Student-Centered Module Designing
Outcomes-Based
Module Design Model

Integrating Expert
Viewing Module
Advice in Preparing
Exemplars and
Instructional Learning
Redefining the Design
Module
Some FAQs to Remember
1. What is a module?
2. How is it different from a lesson plan or a
textbook?
3. What are the components of an
instructional module?
4. What makes a module successful or
exemplary?
 Learning Module

• A self-contained, formally
structured experience with a
coherent and explicit set of
learning outcomes and
assessments.
 Differences Explained

Module Lesson Plan Textbook

Shared with the learners Submitted to a Basic reference of the

coordinator students

Focus is on high quality Conveys how the More Comprehensive as

of learning students can teacher intends to teach it contains Units,
attain by themselves or and assess a lesson Chapters, Lessons, and
with the teacher Modules

Distributed alone or as a Prepared for the

part of a course purpose of monitoring
and checking
Components of Instructional Module

Knowledge
Analyze, Criticize, Distinguish

Comprehension
Tell, Synthesize, Compose, Plan

Application
Sketch, Evaluate, Judge, Appraise
 Successful Learning Modules

Individual
Learning
Activities
Interactive
Learning
Outcomes
Formative
Assessment
s
Summative
 What Constitute a
model module design?
Model Module Design
Student
and
Context

Graduate
Assess Attributes
and
ment Program
Goals

Evaluation

Methods Aims and

and Learning
Resources Outcomes

Content
 Student and Context
Student (Who Context (Where
are the and how will the
learners) students learn?

School-based face
Profile
to face

Home based
Synchronous,
Needs
Asynchronous
and Unwired
 Graduate Attributes and
Program Goals
Graduate Attributes which are also known as
graduate competencies or qualities, usually
describe a set of outcomes which all graduates
of a particular institution can be expected to
achieve irrespective of their chosen discipline.
In this sense each list of graduate outcomes
will be a unique reflection of that institution’s
shared values and beliefs about the broad
purpose of higher education.
 Program Goals

Program Goals are learning outcomes describing

in broad discipline-specific terms what students
should know and what they should be able to do
on completion of a program of study
 Aims and Learning Objectives
Aims
The teaching intention or
purpose of the module and
sometimes its context
“The aim of this learning kit is to
introduce the concept of social science in
the context of Anthropology, Sociology
and Political Science”
Learning Outcomes
What Students can be expected to
know and do on a successful
completion of a module
-Articulate how sociology, anthropology
and political science explain the notions
of the social within their respective
disciplinal domains
-Analyze the role of culture in the
information of cultural idiosyncrasies (in
general) and the production of social
identities
-Appreciate the role of social diversity in
promoting social understanding and
cultural heritage
 Content

• Body of Knowledge and information

that should be well selected and
sequenced for students to learn and
apply in their lives
 Methods and Resources

• Teaching methods refer to a system

of practices and procedures that a
teacher uses to teach
• Resources are instructional materials
used in teaching.
 Active Learning Techniques
Asking Precise Questions

Note-taking

Summarizing

Talking/Chatting

Connect What they already know

Thinking about Practical Application

 Assessment
Assessment
Assessment is the process of gathering and
discussing information from multiple and
diverse sources in order to develop a deep
understanding of what students know,
understand and can do with their
knowledge as a result of their educational
experiences.
 Trends in Assessment
Trends in Assessment
Traditional Approaches Recent Approaches
Lecture-Led Student-Led
Implicit Criteria Explicit
Content Skills
Decontextualized Contextualized
Convergent Divergent
Feedback Feed-Forward
Marking Templates or Assessment Rubrics
Schemes
 Evaluation
Evaluation
Evaluation is process that critically
examines module design. It involves
collecting and analyzing information
about a module’s activities,
characteristics, and outcomes. Its
purpose is to make judgments about a
module, to improve its effectiveness,
and/or to inform module designer’s
decisions.
 Evaluation
Steps in Module Designing

• Donnelly and Fitzmaurice

• Wayne Hall
 StepsEvaluation
in Module Designing
Donnelly and Fitzmaurice

1. Begin with a Rationale

2. Formulate the Aims/Objectives
3. Specify the Learning Outcome/s
4. Identify the Subject Content
5. Use Engaging Teaching Strategies
 StepsEvaluation
in Module Designing
Steps in Module Designing
Donnelly and Fitzmaurice
Donnelly and Fitzmaurice

6. Employ Varied Assessment Strategies

7. Provide Learner Support
8. Integrate an Underpinning Learning Theory
9. Incorporate Deep Approach to Learning
 StepsEvaluation
in Module Designing
Steps in Module Designing
Wayne Hall
Wayne Hall
1. Begin with the Introduction/Overview
2. Reflect the Learning Goals/Objectives
3. Include lecture Notes
4. Provide Exercises and Other learning Activities
5. Integrate Focus Questions
6. Give an Assignment
7. Do Assessment/Evaluation
8. Incorporate Related Reading
Subject matter or the topic to be learned

UNICEF
“Key Messages and Actions for COVID 19
Prevention and Control in Schools”

COVID 19 and What You Can Do to Prevent

It.
 Teaching Strategy

Teaching Strategies refer to methods

used to help students learn the
desired course contents and be able
to develop achievable goals in the
future
 Our Teaching Strategy is Easy!

Student-Led
Experiential Inquiry-
Project
Interactive Guided
Based
Learning Learning
Learning
 Assessment Strategies
Some of the most familiar assessment
strategies are quizzes, tests, state-
administered standardized tests, and
essays. While each of these relatively
traditional forms of assessment has its
place in a curriculum, many teachers are
finding that they are limiting in other
important ways
 AssessmentStrategies
Assessment Strategies

Authentic assessment strategies, such

as portfolios, performances, and
exhibitions, allow students to
showcase their talents and what they
have learned in a course in creative
manner.
 AssessmentStrategies
Assessment Strategies

Many teachers are now also experimenting with

self-evaluation and peer-evaluation. Some
educational theorists believe that students are
more interested in their performance in the
course when they know that they (and their
peers) are actively involved in the over all
assessment
 AssessmentStrategies
Assessment Strategies

• No matter what type of assessment,

instructors must create unambiguous
expectations and be open to employing a
range of assessment strategies
 • Enables teachers to use information about
Assessmen students’ knowledge, understanding and
t for skills to inform their teaching
learning • Teachers provide feedback to students
about their learning and how to improve

• Involves students in the learning process

where they monitor their own progress.
Assessmen Ask questions and practice skills
t as • Students use self-assessment and teacher
learning feedback to reflect on their learning,
consolidate their understanding and work
towards learning goals

Assessmen • Assists teachers to use evidence of student

t of learning to assess student achievement
learning against learning goals and standards
Selected Constructed Performance Informal
Response Response Assessment Assessment
• Fill-in-the Blanks • Presentation • Oral Questioning
• Multiple Choice • • • Observation
Essay Movement
• True-False • Short answer • Science lab
• Interview
• Matching • Conference
• Diagram • Athletic Skill • Process Description
• Web • Dramatization • Checklist
• Concept Map • Enactment • Rating Scale
• Flowchart • Project • Journal sharing
• Graph • Debate • Thinking aloud a
• Table • Model process
• • • Student self-
Matrix Exhibition
assessment
• Illustration • Recital • Peer review
 Assessment for Learning
Five Key Strategies

Sharing
Eliciting
Learning Feedback
Evidence
Expectations

Self- Peer
Assessment Assessment
Learning support is a critical
component of an effective learning
environment. It focuses on what the
teacher or instructor can or should
do to help learners beyond the
formal delivery of content, or skills
development
Related Readings or References
 Underpinning Learning Theory
1. Behaviorism
2. Cognitivism
3. Constructivism
4. Humanism
5. Connectionism
Deep Approach to Learning
1. Practice exercises and drills
2. Critical thinking and problem solving tasks
3.Participatory, reflection and self discovery

4. Performance and product oriented activities

5. Networking tasks through digital tools and
resources
Deep Approach to Learning
1. Sustain interaction with content and others
2. Relate new ideas with previous knowledge
3. Provide explicit explanation and clear knowledge to
students

4. Structure a reasonable workload

5. Provide opportunities for students to pursue topics
in depth so they can understand the material for
themselves.

6. Ensure appropriate formative and summative

assessment strategies
Viewing Module from different
discipline

ENGLISH SCIENCE MATH

COMPARISON REDEFINED
DEPED MODULE EXEMPLARS
English 7 components
Math 7 Components
Science 7 Components
Are we ready now to
design our modules?
 Three Important Parts in Writing
our Module

1. Rationale/Why should you study COVID 19?

2. Learning Activities/How Could you learn

about COVID 19

3. Assessment/What Practical thing can you do

to show you understand the lesson
 Steps Before Designing a module
1. Check the MELC for the competencies to be learned during
the school year.
2. Locate the MELC in the textbook. If it is not provided in the
book, develop a separate lesson for this competency or integrate
it in a lesson closely related to it.
3. Cluster related competencies together and schedule these
competencies according to DEP-Ed’s prescribed number of weeks
in a quarter
4. Arrange these competencies according to your program goals
and gather materials for your learning activities and
assessments.
5. Think of the module design framework and write your scope
and sequence
Understanding Culture, So
ciety and Politics
 Let us take a look at a remote learning package for
unwired module design side by side with the other two
learning modalities

INTRODUCING……

Project
G.I.L.A.S.
 Project G.I.L.A.S
Project GILAS amidst the Detrimental Effects
of the Pandemic COVID-19

Galvanized
Instruction for
Lifelong Learners imbued with Aspirational
Service and Sacrifice
 PROJECT GILAS
OUTPUT
%
Experts’ Advice
to Consider
 Conducting Online Training
Dino Danao
EdTech Director, Jose Reyes University

“Experience including Mistakes

can be a basis for learning”
 “Changing How We Educate Future
Generations”
Inah Cano

When Change Happens, Enjoy

it to adapt to change quickly!
“Helping K-12 schools Transition to Post COVID
19 Times”
Almario and Austria

For teachers: What is first and

foremost required in this
transition is openness and
willingness to try new things and
make mistakes along the way
 “Designing Online Classes from Scratch:
Sharing of Best Practices
Marvin Endares
In writing Actual Learning Guide,
Make sure instructions are clear;
the tone is conversational;
materials are accessible; objectives
are achievable; and assessments
are practical
 “Thinking about Pedagogy in an Unfolding
Pandemic”
Doucet, Netolicks,Timmers,Tuscano

1. Do your best with what you know and can do

2. Collaborate
3. Keep it simple. Less is more
4. Trust your professional judgement
5. Seek Feedback
6. Be kind to yourself and others. We will get
through this together!
 Designing Unwired Modules
Jocelyn Brion

“Let us be kind to ourselves as we

teach in the new now in education.
For it is only then can we become
compassionate to our students.”
Teaching is the same
as loving, it
doesn’t matter
how much you
know, but what
matters most is
how much you
give without
asking anything in
return SIR SAM
.