ORIGINAL COURSE OUTLINE TEMPLATE IDEA COURSE GUIDE TEMPLATE

I. Course Name I. Course Name

II. Introduction to the Course II. Introduction to the Course
III. Module Sequence III. Module Sequence
A. Module Title A. Module Title
B. Introduction B. Introduction
C. Engagement Activity C. Development
D. Lesson Presentation D. Engagement
E. Learning Tasks E. Assimilation
F. Generalization/Reflection F. Additional Resources
G. Application G. References
H. Additional Resources IV. Quarterly Assessment
I. References
IV. Quarterly Assessment
TRANSITION TO THE REGIONAL OFFICE RECOMMENDED IDEA COURSE GUIDE TEMPLATE

REVISED COURSE GUIDE TEMPLATE (USING I.D.E.A. MODEL)

NOTES:
 In designing lessons, it is important to consider screen time restrictions for the learner especially
for the younger ones.
 Remember to employ pedagogical approaches mandated in RA10533 (constructivist,
collaborative, integrative, inquiry based, reflective)
 Though we have the curriculum guide to follow, reading literacy should be the highlight of the
contents of the lessons in Grades 1-3
 *Do not forget to integrate the 21st century skills (critical thinking, collaboration, communication
 For K to 3, the parents/guardians are the ones who will be given the online classroom account,
hence, a separate parent’s guide should be develop for each course

I. COURSE NAME – We will design each course by quarter in all the grade levels except in SHS which
is by semester. The name for each course will be provided already by the LMS administrator (e.g.
Science7 Quarter 1)
II. INTRODUCTION TO THE COURSE
a. Course Description – Curriculum guide in every learning area provides a broad description of
quarterly contents. You may copy and paste it here.
b. Content Standard - In here we shall discuss the content standards that learners need to
demonstrate at the end of the quarter. This will also be the basis of our summative
assessment
c. Performance Standards - In here we shall discuss the performance standards that learners
need to demonstrate at the end of the quarter. This will also be the basis of our summative
assessment (performance task)
d. Learning Outcomes - These are the assignments/ learning tasks that students will need to
complete to demonstrate proficiency in learning the material. You also have to indicate the
Learning Competency and Code being addressed by the specific learning outcome. Each
learning outcome will be linked to the Competency Framework Component of Moodle to
monitor the progress of each learner in attaining the learning competencies required of them.
(Learning Competencies vis-à-vis Learning Outcomes)

III. MODULE/LESSON SEQUENCE

*Use learner’s language and must be conversational.
A. Module Title
B. Introduction – This should give a signal that a new learning event has begun. It presents the
lesson review, purpose of the lesson and presentation of samples. It shows the core knowledge
that each learner should learn based from the learning competencies and the key message. This
part establishes the purpose of the lesson.
It should contain the following:
  Presentation of Objective/s
 Readiness Check (recall of previous knowledge)
 Expectation Setting
 Getting to Know the Topic
Guide Questions
 What do we want to achieve after teaching this lesson?
 How can I prepare them to learn this topic?
 What are their expectations from this topic/lesson?
 How can I bridge the things that they already know and have to know?

C. Development – refers to the concepts and skills that each learner should master. This part
involves the discussion and mastery development of the lesson introduced.
It contains the following:
 Discussion (for the development of concepts and skills)
Here, teachers present the content materials in the most appropriate form (reading
material, video, power point slides, live lectures, online resources etc.). Make sure to
provide a summary before presenting the material or list of abbreviations or new words
and their definition.
 Tasks/Activities
This is the practice section of the lesson where learners can practice what they are
learning. In this time, it important to provide timely and appropriate feedback in every
learning task that learners will undertake to enable knowledge retention. It will also
enable them to self-correct in the moment for better learning.
The following must be present in this section:
•Teacher-to-Learner Interaction - teacher should provide a steady guide to learners all
throughout the course, scaffolds are vital to the learning process
•Learner-Content Interaction – teacher shall provide learning activities where learners
can do learning self-check and reflection
•Learner-to-Learner Interaction – teacher should provide venue where learner can
interact with other learners through forum discussions and some synchronous learning
activities
Guide Questions:
o How do I want my learners learn the topic or master the key message?
o What specific teaching model would I use (e.g. pre-reading, while reading)?
o What tasks should I give to enhance their concepts/skills/competence?
o Should I give pedagogical or real-world tasks?
o What strategies, approaches and/or techniques would I employ in enhancing the
o concepts/skills of my learners?

D. Engagement – presents the application and additional activities of the lesson. It also refers to the
cognitive tasks that learners must be involved with. This portion provides pedagogical and real-
life tasks to learners to enhance their skills relative to the identified key message.
It includes the following:
 Performance Tasks
 Discouraging the use of written test as much as possible
 Exposure to concrete experiences of learners
Guide Questions:
o What tasks should I give my learners to make them engaged and perform the target
skills?
o What concrete experiences among my learners would I touch or bring out in dealing with
the target lesson/topic?
o What application tasks would I offer for them to demonstrate their skills
o What additional activities would I offer to further enhance their skills?
 E. Assimilation - presents the generalization, abstraction and evaluation of the lesson. It also refers
to understanding of the target key message, skills or competency. This refers to deepened
understanding of competencies as may be established and absorbed by learners making such
skills part of their daily lives and system, and habits of mind. This is where we can do the
following:
 Exchange of Ideas among learners
 Personal or peer evaluation of learning
 Reflection based on personal or immediate environment
 Development of New Skills
 Socio-Emotional learning
 Reflection on Core Values

Guide Questions:

• How can make my learners share among themselves their strategies or experiences in
learning this topic/lesson?
• What personal reflection does my learners and I have about the topic/key message?
• What core values are strengthened that can be observed among my learners even outside
the classroom?
• What life skills are enhanced and can be applied in their daily lives?
• What habits of mind or practices are learned or acquired by the learners?

F. Additional Resources

G. References It is important to acknowledge all the resources that were used in the lesson. Please
use APA style.

Note: You have to repeat the module sequence (From Module Title to References) for each of the lesson
included in your course

IV. QUARTERLY ASSESSMENT