Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY – BILIRAN CAMPUS

Naval, Biliran
Telefax No. (053)-500- 9045
SUC LEVEL III-A
(Per DBM-CHED Joint Circular #1-B dated June 21, 2007)

DEPARTMENT OF TEACHER EDUCATION

Bachelor in Secondary Education

Technology for Teaching and Learning 2 (Science)
Second Semester, SY 2020 - 2021

I. Course Code : Sci 325

II. Course Title : Technology for Teaching and Learning 2 (Science)
III. Pre-requisite : TLI, TAC, FSE, CAL, TP, TSC, BEC, FTL, AL1,
AL2
IV. Co-Requisite : None
V. Credit Units : 3 units
VI. Time Allotment 3 hours/week, 54 hours/semester

Prepared: Reviewed:

VILMA P. GAYRAMA, Ed.D. NANETA M. PANIT, Ed.D. GERLEAH C. PEṄAFLOR, Ed.D. RYAN TEOFIL ARPON,
Ed.D.
Asso Prof V Chairperson, DTE Campus Director Dean College of Education
Date: _____________ Date: ____________ Date: ____________ Date: ____________

Approved by:
ROSSINI B. ROMERO, Ph.D.
Vice President for Academic, Research and Innovation
Date: _____________
 BiPSU VISION

A state university leading in research and innovation for human empowerment and societal development.

BiPSU MISSION

To advance the university through innovative human resource, responsive research, sustainable production and
demand – driven extension services.

QUALITY POLICY STATEMENT

The Biliran Province State University is committed to providing quality education through its strategic direction, “Weave of
Worthiness: a 5-year Development Plan”, by developing globally competitive graduates and intensifying instruction,
research and innovation, extension and production services in compliance with statutory and regulatory requirement by
ensuring customer satisfaction that leads to the continual improvement of the quality management system.

BiPSU CORE VALUES

Brilliance, Innovation, Progress, Service, & Utility

VII. OUTCOMES
Institutional Program Outcome Program Educational I,P,D Course Outcomes
Outcome Objectives
Leading in Research Manifest meaningful Hone prospective CO1 utilize ICT to promote quality, relevant,
and Innovation and comprehensive teachers with research, P and sustainable educational practices in
Pedagogical Content extension, and teaching and learning.
Knowledge (PCK) of production capabilities
the sciences and leadership qualities;

Human Empowerment Apply scientific inquiry Develop potential

in teaching and teachers who are
learning professionals,
academically competent P
CO2 develop inquiry-based or project-
and effective
based collaborative plans and activities
propagators of lifelong
using technology tools.
learning;

Societal Development Act in recognition of Form God-f earing

professional, social, graduates with high
and ethical moral integrity and
responsibility ethical standards,
improved ideals and P
pro-active in the local,
national, and global
development.

VIII. Course Description

TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of
Information and Communications Technology (ICT) materials for teaching and learning in Science Education Programs.
The major requirement for this course is an ICT-integrated and Project-based Learning Plan aligned to the K to 12
Curriculum. All the learning activities and course requirements will revolve around the student-teacher developed Learning
Plan.

IX. Learning Plan

Wee Course Intended Learning Topics Teaching and Learning Assessment Tasks Learning Remarks
k Outcomes Outcomes Activities Resources
Week Deconstruct the VMGO Orientation Present the BiPSU Mission, make a graphic organizer with BiPSU
1 vision, mission, and - BIPSU VMGO Vision, Goals and Objectives proper label in relation to the Mission and
goals of Biliran - BIPSU Quality activities conducted by the Vision
Province State Policy university Reference
University Materials
Course Orientation (CMO. 53., s
2007)
Week CO1 utilize - Analyze science 1. K to 12 Science Modular instruction/LMS Repertory grid that present K to 12
ICT to promote learning in the Curriculum units from the curriculum guide Curriculum
2-4 quality, context of the 21st Framework The students should go over vis-à-vis its identified 21st Guides for
relevant, and century the K to 12 Curriculum Century Skills and ICT tools that Science
sustainable communication Framework for Science will enhance its acquisition.
educational skills (secondary level) to familiarize
practices in the intended learning Sample
teaching and competencies of every year Learning or
learning. level Unit Plans

2. 21st Century Skills Students should review some Reflection paper describing DepEd
Learning and innovation units in the curriculum guide learning activities that integrate Curriculum
skills, life and career with focus on the development 21st Century Skills development Guides for
skills, information, of 21st Century Skills: learning Science
media, and and innovation skills, life and (2015)
technological skills. career skills, information,
media and technological skills.
21st Century
In the specific units, look for Skills (2008)
the existing ICT tools used and
rationalize why such tools
being used.

Week Explain how project- 3. Nature of Project- Review samples of project- The 2013
5-8 based and based and problem- based learning plans in Free
problem-based science learning (see Education
learning can based approaches in https;//engage.intel.com/docs/ Technology
facilitate and science learning DOC-52038). Download Developed checklist of the Resources.
promote scientific desired samples and let elements of problem-and (2012).
skills students review each plan. project-based approach as Retrieved
evidence of their understanding from
a. Project-based Provide local DepEd samples of the reviewed learning plans. http://humbe
learning in science of learning plans for further r.ca/centrefr
lessons review. Let students formulate oteachingan
concepts on problem and dlearning/as
b. Teaching Science project-based learning based sets/files/Te
with Projects or Project- on the samples reviewed. aching%20R
based approach esources/20
Lead the students to the 13_Emergin
identification of technology gEdTech_Fr
tools used in the sample ee-
learning plans and have them Education-
describe how these tools were Technology-
used in the learning plans to Resources-
achieve the competencies eBook,pdf
intended.

Comparison of the
difference of Problem and
Project Based Learning (use
http://www.edutopia.org/blog/p
bl-vs-pbl-vs-xbl-john-larmer).

Give time for students to read

the article. Using the
observation in the instructions
above and the concepts in the
website reviewed, let the
students prepare a table
comparing the two
approaches.

Let them form quads and

choose units from K to 12
curriculum that can be
targeted for the application of
the two approaches. Give
them time to brainstorm and
justify their choices.
 The class will be divided into
four and each group will be
assigned according to quarters
from the K to 12 curriculum.
Each group, will choose based
on the outputs in learning
activities above. This unit will
be adopted for the preparation
of their learning plan for the
next topic. There should no
repetition of units.
Week
9 MIDTERM EXAMINATION

Week Explain parts of a Basic Parts of a Students will go over the list of Developed Learning Plan DepEd Order
10-12 project-based and learning plan for sample learning plans Template (may benchmark from no.70, s.
problem-based Science (DepEd reviewed of the previous DepEd, UNESCO, Intel and 2021
learning plan for sample LP may be weeks or those with DepEd. other Learning Plan Templates) Guidelines of
science used) the
They have to review the parts Preparations
and describe the contents of of Daily
each part. Lessons
http://www.d
Their focus should be on the eped.gov.ph/
parts where the elements of sites/default/
CO2 develop problem-based/project-based files/order/20
inquiry-based learning should be integrated. 12/DO-
or project- s2012-70.pdf
based They will identify from the
collaborative samples plans the main
plans and learning activity which require
activities using them to do inquiry activities or
technology create projects.
tools.
Presentation of samples of
Learning Plan Assessment
Tools (UNESCO) as their
guide

Based on the review of sample

plans, the students will
prepare their own draft. They
have to share their output to
their peers for feedback.
 Week Developed a project- Writing a problem- Using K to 12 curriculum unit Developed learning outcomes K to 12
13-15 based or problem- based/project-based they have chosen previously, based on the science learning Curriculum
based science learning plan let them copy the science competencies identified in the K Guides
learning plan that is competencies and develop to 12 Curriculum Guide for http://deped.
ICT-integrated learning outcomes out of it. Science gov.ph/kt0-
Have these written on the 12/curriculu
template they have created. m-guides

Revised Bloom’s Brainstorming: A Revision of

Taxonomy of Bloom’s
Objectives Review the revised Bloom’s Taxonomy
Taxonomy of Objectives. Let by David
them start drafting their day 1 Krathwohl
lesson of their unit by writing http://www.u
their specific objectives. nco.edu/cetl/
sir/stating-
Alignment of Let students consider a project Alignment matrix of science outcome/doc
competencies, idea for their unit plan. Ample competencies, learning uments/Krat
outcomes and time will be given to plan the outcomes, learning activities, hwohl.pdf
assessment with technology tools that can be and assessment (project idea)
teaching and learning integrated in their unit.
activities for Science
Week Evaluation of the Let the students assess their Accomplished Self-Assessment
16-17 Developed Learning own learning plan (self- tools (self and peer)
Plan using the assessment) and assess the
Assessment tool learning plans of their
presented earlier classmates (peer assessment)
Week
18 FINAL EXAMINATION

X. References:

XI. Suggested Readings:

XII. Course Requirements
1. Learning Plan. This allows the students to experience on how to make a lesson using constructive alignment of objectives
teaching activities, and assessment with integration of ICT.

2. Micro Teaching/Demonstration Teaching. This is the culminating activity of the course which allows the students to
experience teaching.

3. Examination (Midterm and Finals). This is an assessment given to students to measure their knowledge or proficiency of
the subject.

4. Module. This module covers all the teaching-learning activities of the course. This is self-directed and is intended as an
alternative strategy of learning in lieu of classroom instruction.

XIII. Grading Criteria

Learning Plan Project (30%). Submission of output will before the final examination. Three points will be deducted each day
after the deadline.
Micro Teaching/Demonstration Teaching (20%). Presentation will be done one week before the final examination.

Examination (25%). Students who failed to take the exam will not receive a passing grade.

Completion of Assigned Task (Module) (25%). Failure to submit the assigned task will not receive a passing grade on this
aspect.

XIV. Classroom Policies

In consonance to par (2), Section 78, Rule 20 of the Student’s Handbook of NSU

XV. Consultation Hours

Every Wednesday

XVI. Rubrics