NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

COLLEGE OF EDUCATION

TECHNOLOGY
IN LANGUAGE EDUCATION
SEE 13

ALFREDO M. ESTEBAN JR.

JIM M. GONZALES
AUTHORS

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 UNIT I

21ST CENTURY SKILLS & THE

Kto12 ENGLISH
CURRICULUM

Students get excited when they learn, explore, and create online but it is also
important for them to be vigilant of potential security issues. Social media, software, and
apps must be modified to keep personal data settings private. There are strangers in the
digital world who will try to steal your personal information or the information of the people
in your network. When such encounters happen, tell your students to immediately notify
an adult or if they are capable, change their passwords and use two-factor authentication
process. Students must also use secure browser settings, spam filters, and anti-virus
software. Avoid web sites that automatically install malware and may potentially harm
your computer.

OBJECTIVES
At the end of the unit, I am able to:

1. draw connections between concepts;

2. discuss the importance of communication skills in relation to becoming
a good digital
3. communicator;
4. relate the importance of understanding copyright and fair use guidelines
as a teacher;
5. discuss the principles, outcomes and guidelines of the K to 12 curriculum
framework in English;
6. examine the curriculum guide and come up with an alignment matrix;
and
7. explore and rationalize the use of ICT in teaching specific units/topics.

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 ACTIVATING YOUR
PRIOR KNOWLEDGE
Nowadays, students like you use technology for various reasons. Thus, you are
considered digital citizens. In your own points of view, what are the characteristics of a
digital citizen? Fill each box with an adjective and write a one-sentence explanation.

EXPANDING
YOUR KNOWLEDGE

DIGITAL CITIZENSHIP
Digital citizenship can be defined as engaging in appropriate and responsible
behavior when using technology which includes digital literacy, ethics, etiquette, online
safety, norms, rights, culture and more.

WATCH: What is Digital Citizenship? at

https://www.commonsense.org/education/video

The advancement in various technologies has bridged the gap of communication

for billions of people all over the globe. Interaction with each other using the Internet has
been growing rapidly that we create a digital society. Because the world is one click away,

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citizens from different countries enjoy the opportunities for entertainment, employment,
social interaction as well as education. The concept of digital citizenship flourished
because of these opportunities. In using technology, we have to understand how to act in
a manner acceptable to the norms, rules, and laws of the digital world. As digital citizens,
you also have to know your rights and responsibilities.

WATCH: Digital Citizenship Rights and Responsibilities by Dr. Grace Javier Alfonso at:
https://networks.upou.edu.ph/23281/digital-citizenship-rights-and-responsibilities-dr-
grace-javier-alfonso/

Many students today use technology for different purposes. They spend long
period of hours in a day — either they are researching about their lessons, playing online
games, or browsing the social media. The demand on the use of Internet exposes them to
the online community. One can’t help but think, “Do these students behave appropriately
in digital society?” To help you ponder, here are some questions that you should consider
answering as you go online:
1. Do you stay safe online?
2. Do you protect private information for yourself and for others?
3. Do you respect yourself and others online?
4. Do you respect copyright and intellectual property?
5. Do you balance the time you spend online?
6. Do you stand up to cyberbullying when you see it happening?
7. Do you carefully manage your digital footprint?

If your answers in the above questions are in the affirmative, congratulations! You
are on the right track. You also have to remember that the digital world is a dangerous
place for students like you when you do not take precautionary measures. But as future
teachers, one of your main goals is to educate your students to present themselves in
the best possible way in the digital society. The best way to do that is to make them
practice digital citizenship. When you teach them about digital citizenship, you make
them practice appropriate and responsible use of technology. Digital citizenship is not
about portraying another persona online. You don’t replace who you are in the real world.
It is about harnessing the power of your digital tools to increase the possibilities of using
technology to your advantage.

To do that, here are six simple rules on becoming a good digital citizen from
Costello (2014), to wit.

1. Stay safe online. Avoid posting personal information. Keep your profile private,
manage your friends list and be careful who you trust online. If you ever feel
uncomfortable by unwanted contact do not respond. Take a screen shot, log off
and report it to an adult you trust.

2. Think before you post or text. A bad reputation could be just a click away. Before
you press the “send” button, imagine the last person in the world that you’d want
seeing what you post.

3. What goes around comes around. If you want your privacy respected, respect
others’ privacy. Posting an embarrassing photo or forwarding a friend’s private text
without asking can cause unintended hurt or damage to others.

4. Spread heart, not hurt. If you wouldn’t say it in person, don’t say it online. Stand
up for those who are bullied or harassed, and let them know that you’re there for
them.

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 5. Give and get credit. We’re all proud of what we create. Give credit for your sources.
Illegal downloading, digital cheating, and cutting and pasting other people’s stuff
may be easy, but that doesn’t make it right. You have the responsibility to respect
other people’s creative work -- and the right to have your own work respected.

6. Make this a world you want to live in. Create, share, tag, comment, and contribute
to the online world in positive ways.

Ribble (2018) summarized these points into three: be safe, be social, and be savvy
online. In his article entitled, The Top 3 Elements of Student Digital Citizenship, Robble
reminds that as teachers, it is our job to teach our students how to manage their digital
footprint and to help them become the best digital citizens they can be. To read more
about this article, follow the link below: https://edtechmagazine.com/k12/k12/k12/k12/
k12/article/2018/06/top-3-elements-student-digital-citizenship

THE DIGITAL TEACHER

Digital citizenship can be best taught if teachers also arm themselves with
digital skills. Digital skills, according to Cornell University, are any skills related to digital
literacy or the ability to find, evaluate, utilize, share, and create content using information
technologies and the Internet.
Modern education requires the teachers to keep up with the digital age. Digital
skills shall be highly valuable in the future because teaching pedagogies and strategies
evolves in the passing of time. To address the needs of students who are becoming more
and more exposed to the latest technology, teachers will have to update their skills to
produce a digital classroom.
Digital literacy is a language; the more digital skills you have, the better you can
speak it. To avoid becoming a digital immigrant or a digital native as coined by digital
writer Marc Prensky, Educatorstechnology (2017) suggests that teachers must possess
these nine (9) essential digital skills to shape and boost their teaching and pedagogical
practices.
1. Record and edit audio clips:
Example: Soundcloud, Audioboo, Vocaroo, Clyp
2. Create annotated, interactive, and engaging video content:
TED Ed, Edpuzzle, Wevideo, Magisto
3. Create visually engaging content:
Piktochart, Canva, Google Draw, Glogster, Thinglink
4. Use social networking websites to create PLNs, connect, discover new
content, and grow professionally:
Twitter, Facebook, Google Plus, LinkedIn
5. Use blogs and wikis to create participatory spaces for students:
Blogger, Wordpress, Edublog, Kidblog, Wikispaces, Weebly
6. Use Social bookmarking websites curate and share resources with your class:
Diigo, Scoop.it, Pinterest, Edshelf, Participate, Symbaloo
7. Create Engaging presentations:
Google Slides, Haiku Deck, Prezi, Zoho Presentation
8. Create digital portfolios:
SeeSaw, Pathbrite, Google Sites, Silk, Weebly
9. Create non-traditional quizzes:
Testmoz, Quizalize, Factile, Riddle, QuizBean

Discover free digital skills courses for all levels at: https://www.futurelearn.com/
career-advice/grow-your-digital-skills

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4CS OF 21ST CENTURY SKILLS

Now that you have the knowledge to become a digital teacher, the next thing to do
is to hone your students to become globally competent by instilling in them 21st Century
skills that they can use in any situation they face. The four C’s of 21st Century skills are:
(1) Critical thinking; (2) Creativity; (3) Collaboration; and (4) Communication. While there
are twelve skills, these four Cs are considered as the most essential.
Teaching your students how to acquire these 21st Century skills will help them
become holistic persons who are ready to face the challenges of the modern world. With
these skills, there will be better performance in bot academic and co-curricular aspects.
For example, critical thinking will help them question concepts, ideas and theories
presented in the class while at the same time make them wise decision makers outside
of the school. Creativity promotes uniqueness and self-expression which are needed not
only in accomplishing school-related tasks but also in revealing yourself to the world.
Collaboration creates oneness despite diversity, that different minds can produce
something bigger and better. Communication teaches students to channel their thoughts
and speak their minds on different matters.

Let us look at them in a deeper approach.

Critical Thinking
Critical thinking is a 21st Century skill that requires solving problems presented
before us. It empowers the students to question the truth and the existence of things.
Because of this skill, students will find a way to verify whether the information is accurate
or not, especially the ones they read on the Internet. They don’t just absorb a set of facts
or figures but they always ask if those are reliable or not. They discover for themselves
relevant information that is helpful to them. They ask questions to separate facts from
opinions.
In an English class, critical thinking is exhibited when students become engaged
in the lesson by simply asking “Why?” When students start to ask relevant questions,
they cause others to think critically as well. Questioning helps them prepare for a life of
purposeful thought in the future. On the contrary, the use of technology has changed the
landscape of critical thinking process for some students. More and more students are
letting technology do the thinking for them. It is best to remind the students that no matter
how advanced technology is, it is still useless without them telling what to do and thinking
critically about the information.

Creativity
Thinking outside the box will make you stand out from the rest. Trying new methods
and strategies to make things done spells a big difference in the 21st Century. This
skill allows the students to flaunt their individualities in solving problems from multiple
perspectives. It also means that tons of possibilities can be achieved with creativity like
trying something new they haven’t tried before or thinking differently than the normal
standards. Creativity gives students the liberty to figure out a better way to handle pressing
concerns.
Innovation and invention will play big time in creativity as students express
themselves in productive ways. When teaching English class, creativity allows the students
to attack certain topics in unconventional ways. For example, you want your students
to express their opinions regarding flexible learning. You, as a teacher, may ask them to
write on a piece of paper an essay about the topic. But allow them also to venture into
other ways like blogging, creating a video or making an infographic about it. The key here
is to provide other avenues for students to put their creative process in innovative and
progressive approach.

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 Collaboration
Working together to accomplish a task best paints a picture of what collaboration
is. Today, the advent of technology makes collaborative works easier and faster. With just
a click, you can take a step farther in working with others. Interconnectivity allows us to
share with others and learn from them as well. Collaboration as a 21st Century skill will
become more and more essential as we move forward into modernization especially in
the education sector.
With collaboration, students get to work with other learners despite differences in
their backgrounds, culture, gender orientation, and viewpoints. When these students arrive
at a common ground no matter how conflicting their opinions are, collaboration is practiced
in a positive manner. It is good to remind them, however, that the more collaboration they
do, the more they learn about their diversity and individual differences. In fact, none of
their ideas on how to address a problem, pitch solutions and decide the best course of
action will be exactly the same as their classmates or will be easily accepted by others.
Thus, collaboration should require us to look at a second lens to weigh opposing beliefs.
In collaborative works, it pays to know that your ideas or opinions may not always be the
best and the brightest.

Communication
Have you ever tried conveying your ideas to other people? If yes, you have already
practiced one of the 4Cs, that is, communication. But there’s more to just sharing your
thoughts! Communication is a 21st Century skill that allows us to talk to one another
to achieve understanding. Communicating effectively must be our goal particularly in
the age of text-based communications. Because of modern technologies, we can now
communicate with the help of SMS, emails, social media, teleconferencing, etc. Those
channels overwhelm us at times that we get more miscommunications using them than
when we do in the face-to-face process.
In the English class as well as other subjects, our learners must be reminded
that we communicate to understand. When students communicate with each other,
their message is as important as the tone and the manner on how they say it. Students
need to learn how to speak directly to an idea and engage others in the communication
process. Expressing oneself is more important than impressing others when they are
communicating. For example, when students are in a group discussion, communicating
without losing their point can help others expand their ideas and inspire them to channel
their inner thoughts as well.
The K to 12 English Curriculum Guide promotes communicative competence
through sub-strands of learning: listening, speaking, reading, writing, and viewing. When
all these five macro skills are provided to the learners, they will develop into effective
global citizens who can communicate and participate in school and civic life.

PRINCIPLES OF AN EFFECTIVE LANGUAGE ARTS

AND MULTILITERACIES CURRICULUM

The abovementioned four skills are important to help your future students succeed
not just in the academe but also in real life. In this Unit, however, it is important to give
more emphasis on one significant aspect of language learning: communication. Thus, we
shall take into consideration the K to 12 Curriculum as our basis on integrating technology
into language education.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching, and assessing principles.

All languages are interrelated and interdependent. Facility in the first language

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(L1) strengthens and supports the learning of other languages (L2). Acquisition of sets
of skills and implicit metalinguistic knowledge in one language (common underlying
proficiency or CUP) provides the base for the development of both the first language (L1)
and the second language (L2). It follows that any expansion of CUP that takes place in one
language will have a beneficial effect on the other language(s). This principle explains why
it becomes easier and easier to learn additional languages.

Language acquisition and learning is an active process that begins at birth

and continues throughout life. It is continuous and recursive throughout students’ lives.
Students enhance their language abilities by using what they know in new and more
complex contexts and with increasing sophistication (spiral progression). They reflect on
and use prior knowledge to extend and enhance their language and understanding. By
learning and incorporating new language structures into their repertoire and using them in
a variety of contexts, students develop language fluency and proficiency. Positive learning
experiences in language-rich environments enable students to leave school with a desire
to continue to extend their knowledge, skills and interests.

Learning requires meaning. We learn when we use what we know to understand

what is new. Start with what the students know; use that to introduce new concepts.
They use language to examine new experiences and knowledge in relation to their prior
knowledge, experiences, and beliefs. They make connections, anticipate possibilities,
reflect upon ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their
engagement with and study of texts. The term ‘text’ refers to any form of written (reading
and writing), oral (listening and speaking) and visual communication involving language
. The texts through which students learn about language are wide-ranging and varied, from
brief conversations to lengthy and complex forms of writing. The study of specific texts
is the means by which learners achieve the desired outcomes of language, rather than an
end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.

Successful language learning involves viewing, listening, speaking, reading

and writing activities. Language learning should include a plethora of strategies and
activities that helps students focus on both meaning and accuracy. Language learning
involves recognizing, accepting, valuing and building on students’ existing language
competence, including the use of non-standard forms of the language, and extending
the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions
of the target language that are valued and rewarded by society and to reflect on and
critically analyze their own use of language and the language of others.

An effective language arts and multiliteracies curriculum satisfies the following
principles.
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary
heritage;
4. draws on informational texts and multimedia in order to build academic
vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging
learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;

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 8. builds on the language, experiences, knowledge and interests that students
bring to school;
9. nurtures students’ sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to
participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in
the target language.

OUTCOMES OF THE K TO 12 ENGLISH CURRICULUM

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to

produce graduates who apply the language conventions, principles, strategies and skills
in (1) interacting with others, (2) understanding and learning other content areas, and (3)
fending for themselves in whatever field of endeavor they may engage in.

1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical
principles, knowledge of how language is used in social settings to perform communicative
functions, and how knowledge of utterances and communicative functions can be
combined according to the principles of discourse. Communicative competence is
classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological

rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of
various speech acts, namely, the cultural values, norms, and other sociocultural
conventions in social contexts. They are the context and topic of discourse, the
participant’s social status, sex, age, and other factors which influence styles
and registers of speech. Since different situations call for different types
of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative
social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion
(grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules
of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to
the speaker’s intention easily.
4. Strategic Competence is to do with the knowledge of verbal and non-verbal
strategies to compensate for breakdown such as self-correction and at the
same time to enhance the effectiveness of communication such as recognizing
discourse structure, activating background knowledge, contextual guessing,
and tolerating ambiguity.

2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds
of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social
literacy encompasses how we communicate and exchange meaning in our society while
professional literacy links with the notion of literacy for school of the workplace.

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 The curriculum aims to help learners acquire highly-developed literacy skills that
enable them to understand that English language is the most widely used medium of
communication in Trade and the Arts, Sciences, Mathematics, and in world economy.
Furthermore, the curriculum aims to help learners understand that English language is
a dynamic social process which responds to and reflects changing social conditions,
and that English is inextricably involved with values, beliefs and ways of thinking about
ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to
appreciate and be sensitive to sociocultural diversity and understand that the meaning of
any form of communication depends on context, purpose and audience.

COMPONENTS OF THE ENGLISH CURRICULUM

The world is now in the “Knowledge age” where the challenge of education is to
prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs.
This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’
ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The heart and
core of LAMC is making meaning through language and aims to develop graduates who
are communicatively competent and multiliterates.

Language Learning Process. Component 1 illustrates learning processes that will

effect acquisition and learning of the language. It explains the how of language
learning and therefore serves as guiding principles for language teaching.

Effective Language Use. Component 2 describes knowledge and skill areas which
are essential to effective language use (understanding of cultures, understanding
language, processes and strategies) which will be developed through language
arts (macro-skills).

Making Meaning through Language. Component 3 shows the interdependence

and interrelationships of the macro-skills of the language (listening, speaking
and viewing; reading, viewing and responding; writing and representing) and the
development of thinking skills (critical thinking, creative thinking and metacognition)
allowing students to make meaning through language.

Holistic Assessment. Component 4 explains the holistic assessment of the

Language Arts and Literacy Curriculum which serves as feedback of its effectiveness
to students, teachers, school administrators, and curriculum developers.

Read more about these at:

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

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ALIGNMENT OF THE LANGUAGE AND LITERACY DOMAINS

The goals of English Language teaching are communicative competence and

multiliteracies. Communicative competence as a goal to language teaching was also
mentioned in MTB-MLE and Filipino as a teaching goal. The standards are expected to
be aligned ― learning areas/ programs standards, key stage standards and grade level
standards.
English language teaching consists of five (5) macro skills ― listening, speaking,
reading, writing and viewing. These are taught in relation to the fourteen (14) domains that
include:

1. oral language 8. writing and composition

2. phonology and awareness 9. grammar awareness and structure
3. book and print knowledge 10. vocabulary development
4. alphabet knowledge 11. reading competencies
5. phonics and word recognition 12. listening competencies
6. fluency 13. study strategies
7. spelling 14. attitudes toward language, literacy
and literature

INTEGRATED LANGUAGE
LISTENING SPEAKING READING WRITING VIEWING
ARTS DOMAINS
1. Oral Language √ √

2. Oral Language Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics and Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness and Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text

12. Listening Comprehension √ √

13. Attitudes towards language, literacy
√ √ √ √ √
and literature

14. Study Strategies √ √ √ √ √

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LEARNING AREA AND KEY STAGE STANDARDS

The Learning Area Standard

The Learning Area Standard specifies the intended outcomes of the English subject
from k to Grade 12. For the English subject the Learning Area Standard is:
“The learner demonstrates mastery of the basic skills in the English Language
Arts, communicates appropriately, fluently and orally and writes for a variety of purposes
in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent, local,
national and global citizen.”

The Key Stage Standards

What outcomes in every key stage of the K to 12 curriculum are expected to be
realized from the teaching of English? The key stages are at the end of Grade 3, Grade 6,
Grade 10 and Grade 12.

Grade 10: Students should be able to interpret, evaluate and represent information
within and between learning area texts and discourses.

Grade 12: Students should be able to integrate communication and language skills
for creating meaning using oral and written texts, various genres and discursive
contexts for personal and professional purposes.

The Grade level standards are spell out competencies from Grade 1 to Grade 12.
They are given below.

Grade 7: The learner demonstrates communicative competence through his/her

understanding of Philippine Literature and other text types for a deeper appreciation
of Philippine Culture.
Grade 8: The learner demonstrates communicative competence through his/
her understanding of Afro- Asian Literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries.
Grade 9: The learner demonstrates communicative competence through his/her
understanding of British- American Literature, including Philippine Literature and
other text types for a deeper appreciation of Philippine Culture and those of other
countries.
Grade 10: The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.

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 SYNTHESIZING
YOUR KNOWLEDGE
ACTIVITY 1

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Read each item below and write in the blank the term/s described in each item.

____________________ 1. It serves as feedback of its effectiveness to students, teachers,

school administrators, and curriculum developers.

____________________ 2. When students try out new ways of doing things, what 21st
Century skill do they exhibit?

____________________ 3. This refers to the background of the learners where cultural

values, social status, and personal beliefs among others play a
fundamental part for communicative social action.

____________________ 4. How the learners learn the language serves as a guiding principle
for language teaching. What does this learning process refer to?

____________________ 5. Classroom teachers must find a way to provide avenues

for students to express their thoughts and ideas so they
understanding is achieved. What 21st century skill does this
promote?

____________________ 6. This refers to language teaching principle where we begin

with the prior knowledge of the students and use it as the
basis for introducing new lessons.

____________________ 7. English teachers should make it a point to let the students

work by pairs or in groups. When this happens, what 21st
century skill is developed among the students?

____________________ 8. It distinguishes the different kinds of literacy and their roles in

the society. This includes but is not limited to traditional and
modern literacy practices, social literacy, and professional
literacy.

____________________ 9. This aims to enhance the effectiveness of communication

such as recognizing discourse structure, activating background
knowledge, contextual guessing, and tolerating ambiguity.

____________________ 10. Leon possesses an excellent command of the Filipino

language at home. When he started schooling, it became
easy for him to acquire another language which is English.
What principle is exhibited in this example?

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 ACTIVITY 2

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Examine the K to 12 English Curriculum Guide. Write down the learning
competencies under the following domains that can be best taught using ICT to develop
21st Century skills.

1. Reading __________________________________________________________
Comprehension __________________________________________________________
Grade Level: _____ __________________________________________________________

2. Listening __________________________________________________________
Comprehension __________________________________________________________
Grade Level: _____ __________________________________________________________

3. Viewing __________________________________________________________
Comprehension __________________________________________________________
Grade Level: _____ __________________________________________________________

4. Vocabulary __________________________________________________________
Development __________________________________________________________
Grade Level: _____ __________________________________________________________

5. Literature __________________________________________________________
__________________________________________________________
Grade Level: _____
__________________________________________________________

6. Writing and __________________________________________________________

Composition __________________________________________________________
Grade Level: _____ __________________________________________________________

7. Oral Language __________________________________________________________

and Fluency __________________________________________________________
Grade Level: _____ __________________________________________________________

8. Grammar __________________________________________________________
Awareness __________________________________________________________
Grade Level: _____ __________________________________________________________

ACTIVITY 3

Directions: Got to https://piktochart.com and create infographics on the following topics:

1. Digital Citizenship
2. The Digital Teacher
3. 21st Century Skills

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 RUBRIC FOR INFOGRAHICS
Adapted from: Texas Education Agency (2015)

CRITERIA EXCEPTIONAL ADMIRABLE MARGINAL UNACCEPTABLE

• Appropriate details support • Most details support main • Few details support main • No details to support main
main idea idea idea idea
Content • Accurate and detailed • Accurate information for • Lacking accurate • Information is not accurate
50% information almost all subject matter information • Information does not
• Information adequately • Information is mostly • Inadequate information is support the visual’s
supports purpose of visual adequate and supportive of not clearly supportive of purpose
visual’s purpose visual’s purpose

• Topic and title clear and • Topic and title are mostly • Topic and title difficult to • Topic and title are not
easily identified clear and easily identified identify clearly identified
Focus • Main idea is clearly • Main idea is appropriate • Main idea not clearly stated • No main idea
20% appropriate to topic to topic • Few illustrations • Illustrations do not
• All illustrations complement • Most illustrations complement purpose of complement purpose of
purpose of visual complement pirpose of visual visual
visual
• Outstanding use of color, • Adequate use of color, • Inappropriate use of color, • Little attempt to use
design, and space design, and space design, and space color, design, and space
Visual Appeal • Original and creative • Design is adequate • Design lacks creativity appropriately
20% design • Overall design is mostly • Lack of harmonious design • Design is dull
• Overall design is pleasing pleasing and harmonious in presentation • Project has sloppy
and harmonious appearance

• Free of grammatical error Mostly free of grammatical • Frequent grammatical • Too frequent grammatical
Mechanics • Words are legible and errors errors error
10% pertinent to topic Most words are legible and • Presentation is illegible and • Distractive elements make
pertinent to topic confusing illustration ineffective

REFERENCES
Alfonso, G. J. (n.d.) Digital Citizenship Rights and Responsibilities. Retrieved from: https://networks.upou.edu.
ph/23281/digital-citizenship-rights-and-responsibilities-dr-grace-javier-alfonso/

Burton, P. (n.d.) The Importance of Digital Skills in the Modern Workplace. Retrieved from: https://www.
skillsyouneed.com/rhubarb/digital-skills-modern-workplace.html

Cooper, B. (April 13, 2016). The 4Cs of 21st Century Skills. Retrieved from: https://www.simplek12.com/
learning-theories-strategies/4cs-21st-century-skills/

Costello, C. (2014) Digital Citizenship. Retrieved from https://www.virtuallibrary.info/digital-citizenship.html

Costello, C. (July 15, 2014). Digital Citizenship. Retrieved from https://www.slideshare.net/MsCCostello/

digital-citizenship-37029998

Educatorstechnology (September 24, 2017). 9 Essential Digital Skills for Teachers. Retrieved from: https://
www.educatorstechnology.com/2017/09/9-essential-digital-skills-for-teachers.html

Preparing 21st Century Students for a Global Society from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

Ribble, M. (June 7, 2018). The Top 3 Elements of Student Digital Citizenship. Retrieved from: https://
edtechmagazine.com/k12/k12/k12/k12/k12/article/2018/06/top-3-elements-student-digital-citizenship

Stauffer, B. (2020). What Are the 4 C’s of 21st Century Skills? Retrieved from: https://www.aeseducation.com/
blog/four-cs-21st-century-skills

https://padlet.com/shannonmmiller/digitalcitizenshipliteracy

https://www.dlsl.edu.ph/wp-content/uploads/2017/08/08042017_digitalcitizenship.pdf

https://smartsocial.com/what-is-digital-citizenship/

15
 UNIT II

TECHNOLOGY RESOURCES & THE

CURRICULUM

Nowadays teaching will not be appealing to the millennials and Gen Z if you use
the old approaches and techniques. In connection with this, you need to learn on how to
integrate technology in the teaching and learning process to motivate more your students
and also to provide effective and efficient teaching. One of the 21st century skills is being
innovative and as a teacher of 21st century learners you need to be innovative also, for
what just like the oldy saying says, you cannot give what you do not have. Furthermore,
you will be learning in this module on how to teach using Learning Management System
(LMS), social media and as well as the technology that will help learners with special
needs.

OBJECTIVES

At the end of the unit, I am able to:

1. discuss the principles on technology use for elementary learners;

2. use technology to support learner-centered strategies that address
the diverse needs of learners;
3. apply technology to develop students’ thinking skills and creativity;
4. use technology to support learner-centered strategies that address
the special needs of learners;
5. discuss the definition of assistive technology; and
6. list the benefits of assistive technology.

16
 ACTIVATING YOUR
PRIOR KNOWLEDGE
A. Multiple Choice. Read each item carefully. Choose the letter of the best answer. Write
your answers on blank.

_____ 1. What do you call an online platform that enables the delivery of materials, resources,
tools, and activities to students both in and out of the classroom environment?
A. Social Media C. MOODLE
B. Learning Management System (LMS) D. Technology

_____ 2. These are forms of electronic communication through which users create online
communities to share information, ideas, personal messages, and other content.
What do you call these?
A. Social Media C. MOODLE
B. Learning Management System (LMS) D. Schoology

_____ 3. It is a Learning Management System (LMS) for K-12 schools, higher education
institutions, and corporations that allow users to create, manage, and share
content and resources. What do you call this?
A. Social Media C. MOODLE
B. Learning Management System (LMS) D. Schoology

_____ 4. What do you call the site that is use as means to connect with friends or fans?
A. Google C. Facebook
B. Adobe D. YouTube

_____ 5. It is defined as “an item or piece of equipment or product system either acquired
commercially, off the shelf, modified, or customized and used to increase,
maintain, or improve functional capability for individual with disabilities”. What
is this?
A. Machine C. Assistance
B. Technology D. Assistive Technology

B. Assess your knowledge by answering the checklist below. Put a check on the column
which corresponds to your answer.

Very much Very much

I believe that… Disagree Agree
disagree agree
technology can be integrated in
curriculum.
MOODLE is a free web application that
educators can use to create effective
online learning sites.

Edmodo is designed specifically for

classroom use, this platform includes
tools for homework, assessment,
discussion, and mobile learning.
almost the entire world television since
its beginning may be fitted inside You
Tube.
LinkedIn is the largest networking site
for working professionals and business
personnel.

17
 EXPLORING
YOUR KNOWLEDGE
GUIDING PRINCIPLES ON TECHNOLOGY USE

According to Brown and Stephenson of University of Kentucky there are ten (10)
guiding principles on technology use:

1. Focus on pedagogy, not technology. As a teacher you should bear in your

mind that technology is just there to assist you. Meaning, you need to think first on what
approaches or methods you will use then find a possible technology that will add spice in
the delivery of the lesson.

2. Set expectations clearly. Inform your students on how they are going to use
the technology or what the things they will possibly encounter in the midst of exploring the
technology which you will introduce.

3. Choose high-quality over high-tech. Sometimes there are technology tools

that are ‘cool’ and pleasing to the eyes but the question is, “Is that the technology that
will help you achieve your objective in teaching?”. Moreover, you need to be selective and
deliberate when using technology.

4. More technology requires more organization. If you decided to choose multiple

technology tools in delivering a lesson, you should be more prepared. For example, in
delivering a lesson in English you decided to use PowerPoint Presentation and a video
presentation so you need to plan on how you are going to combine the two in order to
avoid having technical difficulty.

5. Accommodate before you innovate. Always ask yourself, “If I chose to have an
online assessment using Schoology, do my students have the capability to join or use it?”,
it means that before you implement or choose certain technology tools you need to ask
your students if they can access it or simply if they have enough resources.

6. Appeal to multiple styles of learning. It is important to include variety in the

technology you use in teaching.

7. Do not let technology make you mechanical. Yes, technology can help you
finish your task easier and more convenient however do not forget that still, students need
and will expect specialized, real-time attention from you as well.

8. Use technology to teach, not entertain. It is true that most of us use technology
to arouse the interest of our students so that more learning will take place but do not
forget your objective or goal to be met in teaching. For example, you need to choose video
in delivering a lesson in English, so you need to have two criteria: the video should be
entertaining and meaningful.

9. To legitimize, you need to personalize. One of the drawbacks of technology is

that cheating and plagiarism are very easy to commit or do so you need to add some rules
about the way your students submit their works. For example, in taking quizzes online
make sure that they are the one who is answering by requiring them to video themselves
while answering.

10. Prepare for technology to fail. There is no such thing as perfect right? So,
expect that in technology. Be prepare if there is a possibility of power failure and technical
difficulty.

18
LEARNING MANAGEMENT SYSTEMS

As cited by NEUST CICT in their module about Online Teaching, Learning
Management System (LMS) is an application that aids in the facilitation, administration
and delivery of educational resources such as lessons, assessments and feedback. It
provides a platform to easily track and manage both synchronous and asynchronous
learning.
Meaning, LMS helps a teacher to monitor the learning of his students easily
because in that specific platform that he used he can see the progress of his students.
In that one platform he can deliver the lesson, monitor students’ progress and of course
assess students learning.
According to K to 12 Blueprint here is the list of LMS that are available and free.

LMS Description/Link

A comprehensive online education platform that includes a mobile

Blackboard application and real-time collaboration features. Assessment tools
www.blackboard.com include an online test generator, interactive rubrics, and built-in reports.

An integrated suite of products for the creation, delivery, and manage-

Desire2Learn ment of online courses. Includes a mobile application, student assess-
www.d2l.com ment data, and tools for capturing and broadcasting presentations live
and on-demand.

A free online platform that emphasizes collaboration and social media

to customize learning. Designed specifically for classroom use, this
Edmodo platform includes tools for homework, assessment, discussion, and
www.edmodo.com mobile learning. Additionally, Edmodo communities connect teachers
to a global network of educators.

Offers both free and premium plans with unlimited storage. The K12
platform features
NEO instructional content delivery, calendar, discussion, videoconferencing,
www.neolms.com blog, and wiki tools. Assessment tools include an online grade book,
rubric generator, and built-in reports.

Free, customizable Web site templates with settings for accessing and
Google Sites sharing information. It also provides seamless integration with Google
sites.google.com Docs and Google Calendar.

Moodle A free web application that educators can use to create effective online
www.moodle.org learning sites. Includes an educator community and support center.

An intuitive platform for managing instructional content, grade books,

Rcampus assessments, and collaboration. Includes an e-Portfolio application
www.rcampus.com and rubric builder with real-time student progress reporting.

A free platform with tools to embed media and manage online discus-
sions. A collaboration feature allows educators to share materials and
Schoology integrate public content. Assessment tools generate tests, provide di-
www.schoology.com rect student feedback, and track progress. Additional tools can analyze
student activity and engagement with the material.

In NEUST we have NEUST LMS provided for students and professors. Visit https://
lms.neust.edu.ph/ to access and explore it.

19
APPLICATION OF SOCIAL MEDIA IN THE CURRICULUM

According to Frazier Valerie, there are possible ways on how teacher can utilize
social media inside the classroom. The ways are listed below.
1. A teacher can post status updates in Twitter or via Facebook and students can
respond thru comment box on how they ae feeling or what are their opinions
about the status posted by their teacher.
2. The teacher can encourage the students to write blogs about their daily learning
inside the classroom.
3. Create a class/ grade level Facebook page.
4. When the students will have their performance task, they can use YouTube.
5. Devise a Twitter “channel” for a special interest project.
6. If you want to invite guest speakers about certain topics you can invite them
via Messenger or Skype then your class will listen to the speaker via Skype or
messenger.
7. Use it for research especially when you are in topics about current trends and
issues.

In the study conducted by James A. Griesemer entitled “Using Social Media to

Enhance Students’ Learning there are new technologies that are changing the way
instructors teach and students learn include the following:

1. Weblogs. Weblogs or blogs, as they are known, are easily created and updateable
websites that allow authors to publish to the Internet instantly, thus allowing
instructors and students to communicate easily.
2. Wikis. A wiki is a collaborative web space where anyone can add or edit content
that has already been published.
3. Really simple syndication (RSS). RSS allows users to subscribe to news feeds
originating either from blogs or more traditional web spaces like newspapers
and magazines. The content comes to the reader instead of the reader having to
retrieve the content.
4. Social bookmarking. Bookmarking sites allow users to save and archive entire
web pages. This enables users to produce a searchable, personalized Internet.
5. Online photograph galleries (OPG). OPGs allow the posting of photographs
that support sharing of ideas and experiences.
6. Audio/video casting (AVC). AVC makes it easy to produce digital voice and
video files and publish and distribute them over the Internet. It also supports
basic, live-streaming television online.
7. Twitter. Twitter is a powerful tool for connecting with others and sharing content
easily.
8. Social networking sites (SNS). In addition to supporting wide area communication
in both audio and video formats, SNSs help teach the network literacy that is
required experiences.

20
TECHNOLOGY FOR STUDENTS WITH SPECIAL NEEDS

Assistive technology is defined as “an item or piece of equipment or product system

either acquired commercially, off the shelf, modified, or customized and used to increase,
maintain, or improve functional capability for individual with disabilities” (Johnston, Beard,
& Carpenter, 2007, p. 4).
Raskind (1994) suggested a number of technologies that may be helpful in
assisting students with disabilities overcome their difficulties:
1. word processors;
2. spell-checking programs;
3. proofreading programs;
4. speech recognition;
5. abbreviation expanders;
6. speech synthesis;
7. optical character recognition systems;
8. free-form databases; and
9. talking calculators.

Moreover, the University of Texas (2017) posted list of useful technology tools that
learners with special needs can use:

1. Communication boards: The student points to a picture, symbol, word, or letter

on an electronic board or tablet.
2. Text-to-voice: Many operating systems have a setting that reads everything
aloud. There are apps that can scan text and read it out loud.
3. Voice-recognition technology: Students who need keyboard alternatives can
control their computer with speech.
4. Tablets: Students interact with apps and use them for reading, watching videos,
visual learning, and text-to-speech tools.
5. Apps: Students can access content aligned with curriculum that will engage
them in learning concepts.

EDUCATIONAL SOFTWARE

Technology nowadays, ushers in fundamental structural changes that can be

essential to achieving significant improvements in productivity of both teachers and
students. Used to support both teaching and learning, technology instils classrooms
with digital learning tools, such as computers and hand held devices like tablets, smart
phones, etc; enlarges course offerings, experiences, and learning materials; builds 21st
century skills; increases student engagement and motivation; and accelerates learning.
Technology also has the power to transform teaching by ushering in a new model of
connected teaching. This ideal links teachers to their students and to professional content,
resources, and systems to help them improve their own instruction and personalize
learning.
Online teaching and learning opportunities and the use of open educational
resources and other technologies can increase educational productivity by simply
accelerating the rate of learning; reducing costs associated with instructional materials or

21
program delivery; and better utilizing teacher time.
Educational software integrates multimedia content and gives users a high level
of interactivity. These two features differentiate them from traditional teaching practices.
Multimedia content like pictures, graphics, and sound help engage the students in their
lessons. For instance, when learning about history, students may take a look back and
watch videos at time of their convenient, or view other online-based content related to it.
Online education software of course benefits teachers because it allows them to connect
better with the students, helps them keep the students interested in the lesson, and
promotes a productive environment for learning.
Software is the other word for programs written in programming languages.
Software that is designed and developed to make computers function is called systems
software, whereas programs written to perform tasks such as word processing or tutoring
are called applications software or applications programs. Instructional software is
applications software designed specifically to deliver or assist with student instruction on
a topic. Software tools serve many purposes other than teaching; instructional software
packages are developed for the sole purpose of supporting instruction and/or learning.
In the early days—when instructional software was used primarily to tutor
students—it was called computer assisted instruction (CAI). We may hear instructional
software referred to as computer based instruction (CBI), computer-based learning (CBL),
or computer-assisted learning (CAL), or in more generic terms such as software learning
tools.

A. Drill and Practice Software.

Drill and Practice are computer -instructions technique in which a series of
structured problems or exercises with immediate feedback to student responses. You
can answer a question and get immediate feedback right away.
Drill Practice provides them with practice on concept that they have already
learned. Good Drill and Practice provides feedback and explain how to get the correct
answer. Some contain student management systems that keep track of student progress.
Drill and Practice Software is defined as application software that provides
exercises in which learners work individually on certain thing and then receive feedback
on their correctness. It also provides opportunities for students to work on problems and
then receive feedback right after their performance.
Integration strategies include:
• Supplement or replace worksheets and homework exercises. Whenever
students have difficulties with higher order tasks ranging from reading and
writing to mathematics, teachers may have to stop and identify specific
prerequisite skills that these students lack and provide the instruction and
practice they need to go forward.
• Prepare for tests. In the face of the new emphasis on student portfolios and
other authentic assessment measures, students can expect to take several
kinds of objective examinations in their education careers.

Types of Drill and Practice Software.

1. Flash Card Activity. The most basic drilling practice function. Student will see
a set of questions, which he/she may attempt, the feedback may be negative or positive
depending if the answer is accurate or not.
2. Branching Drill. The more sophisticated form of drill and practice. Students may
attempt questions and are either carried forward to the next step (advance level/or may be
ask to choose their next activity) if most of their answer is accurate in the predetermined
mastery level or they are carried backward to do basic work.
3. Extensive Feedback Activities. Students get more information than just correct/
incorrect feedback. Some of these programs give detailed feedback on why their answer
may be incorrect with instruction on how to do the work.

22
B. Instructional Game Software

Technology-based games bridge the worlds of gaming, entertainment, and

education in an attempt to deliver fun and effective learning. Simply defined, instructional
games add game-like rules and/or competition to learning activities.
Instructional games facilitate students’ experiences, meet desired pedagogical
objectives, and allow users to engage in learning while enjoying them. It is important
to recognize the common characteristics that set instructional games apart from other
types of software like game rules, elements of competition or challenge, and amusing or
entertaining formats. These elements generate a set of mental and emotional expectations
in students that make game based instructional activities different from non-game ones.
Instructional games focus on two (2) main purposes in the learning process:
• Understanding. In order to meet the new millennial student generation, it
is imperative that instructional designers and teachers understand that
technology is a lifestyle for students.
• Motivation. Instructional gaming approach was more effective in promoting
students’ knowledge of computer memory concepts as well as more
motivational than the non-gaming approach (Papastergiou, (2009).

Components of Instructional Game

1. General. Goals, rules, competition, challenge, fantasy, safety, and entertainment.

2. The introduction of the game. Goals, rules, players, equipment, directions,
constraints, penalties, choices.
3. In the body of the game. Scenario, level of reality, cast, role pf players, presence
of uncertainty and curiosity, nature of competition, relationship of learning to the
educational objectives, skills vs chance, wins and loses, choices, the information
flow, turns, types of action, modes of interaction.
4. The conclusion of the game. Recognizing the winner, the reward, providing
information, the final message.

Use of Instructional Game in Teaching

• Powerful educational tools.

• Strong motivating influence.
• Good for integrating learning across the subjects.
• Can contribute to the learning objectives related to competition, cooperation, and
teamwork.
• Make learning fun
• Provide different levels of complexity that match player’s ability.
• Engage the learner in a situation where the learner is competing for a high score.

Examples of instructional game

• Adventure and Role-Playing games

• Board games
• Logic games
• Puzzles
• Word games
• Charades

23
C. Problem Solving Software

Problem solving software is educational software that provides an environment

for recalling information, sequencing, analyzing, organizing, predicting outcomes, and
formulating ideas. It is usually presents the students with an initial condition and then
alters those conditions based on the student’s response (Wager et al., 1989)
Problem-solving software functions may focus on fostering component skills in or
approaches to general problem-solving ability, or it may provide opportunities to practice
solving various kinds of content-area problems (e.g., Doering & Veletsianos, 2007).
However, defining the activity of problem solving seems elusive.
One way to think about problem solving is through three of its most important
components (Sherman 1987–1988):
1. recognition of a goal (an opportunity for solving a problem);
2. a process (a sequence of physical activities or operations); and
3. mental activity (cognitive operations to pursue a solution).

Problem solving covers a wide variety of desired component behaviors. The

literature mentions such varied sub-skills for problem solving as follows: (1) metacognition;
(2) observing; (3) recalling information; (4) sequencing; (5) analyzing; (6) finding and
organizing information; (7) inferring; (8) predicting outcomes; (9) making analogies; and
(10) formulating ideas.

Approaches in Using Problem-Solving Software

1. Content-area skills. Some problem-solving software focuses on teaching

content-area skills, primarily in mathematics and science. (Example: The
Geometric Supposer by Sunburst encourages students to learn strategies for
solving geometry problems by drawing and manipulating geometric figures.)
2. Content-free skills. Some educators feel that general problem-solving ability
can be taught directly by specific instruction and practice in its component
strategies and sub-skills (Example: recalling facts, breaking a problem into a
sequence of steps, or predicting outcomes). Others suggest placing students
in problem-solving environments and, with some coaching and guidance,
letting them develops their own heuristics for attacking and solving problems.)

Using Problem-Solving Software in Teaching

Strategies for problem-solving software vary considerably depending on whether

the desired approach is a directed or a constructivist one.
The following are guidelines for both kinds of integration strategies:
• To teach component skills in problem-solving strategies. Many problem-
solving packages provide good, hands-on experience with one or more of the
skills required to use a problem-solving approach
• To provide support in solving problems. Some software packages are
specifically designed to scaffold students as they practice solving complex
problems.
• To encourage group problem solving. Some software provides environments
that lend themselves to solving problems in small groups

24
D. Educational and Reference Software (ERs)

Thousands of educational and reference software are named every year, covering
an unending variety of topics. There are also plenty of commercial, shareware, and
freeware software packages available for download on the Internet. Education software
can be categorized by grade, age level, or by specific subject (math, science, history, and
aptitude testing, for example). Reference software is very similar to educational software
but is typically grouped only by subject.

Advantages in Using Reference Software

There are a number of advantages for using Reference Software, which include the
following:
1. Inserting references. Typically insert coded citation information that refers
back to the author’s locally saved library. Depending on the specifications of
a journal’s guidelines, these references may require the use of brackets [1],
parentheses (1), superscripted text, bracketed or parenthesized superscripted
text, or commas to separate the author’s name and date of publication (“Hantla
2013” vs. “Hantla, 2013”).
2. Creating bibliographies. Depending on how you are accustomed to writing
for your field, you may reserve inserting citations until after you have finished
drafting the paper and keep a large bibliography in a separate file.
3. Changing the reference system for resubmission. Sometimes, this requires
a reorganization of the paper, but most of the time, the authors are required
to reformat the paper’s references and bibliography according to a new set of
standards (typically found under the “Guidelines for Authors” section of the
journal’s website). These specifications come in one of at least three different
styles:
4. Numbered sequential: numbered according to the order in which a citation
falls in the manuscript
5. Numbered alphabetical: numbered according to the reference’s order in an
alphabetized bibliography
6. Author/date: references listed with the author’s name and date of publication
in the text and then listed alphabetically in the bibliography

E. Simulation Software

A simulation is a computerized model of a real or imagined system that is designed

to teach how the system works. Unlike tutorial and drill-and-practice activities, in which
the teaching structure is built into the package, learners using simulations usually must
choose tasks to do and the order in which to do them.
Alessi and Trollip (2001) identify two main types of simulations: those that teach
about something and those that teach how to do something. They further divide the
“about” simulations into physical and iterative types and the “how to” simulations into
procedural and situational types.

Simulation That Teach About Something

• Physical simulations. These allow users to manipulate things or processes
represented on the screen
• Iterative simulations. These speed up or slow down processes that usually
happen either so slowly or so quickly that students cannot see the events
unfold.

25
 Biological simulations, such as those on genetics, are popular since they
help students experiment with natural processes. Genetics simulations let students
pair animals with given characteristics and see the resulting offspring.

Simulations That Teach How to Do Something

• Procedural simulations. These activities teach the appropriate sequences of
steps to perform certain procedures. They include diagnostic programs, in
which students try to identify the sources of medical or mechanical problems,
and flight simulators, in which students simulate piloting an airplane or other
vehicle.
• Situational simulations. These programs give students hypothetical problem
situations and ask them to react.

Benefits of Simulations

Depending on the topic, a simulation can provide one or more of the following
benefits (Alessi & Trollip, 2001):
• Compress time. A simulation can make something happen in seconds that
normally takes days, months, or longer, so that students can cover more
variations of the activity in a shorter time.
• Slow down processes. A simulation can model processes normally invisible
to the human eye because they happen so quickly. For example, in physical
education, students can study the slowed-down movement of muscles and
limbs as a simulated athlete throws a ball.
• Get students involved. Software users can interact with the program instead of
just seeing its output. Like in simulations that can capture students’ attention
by placing them in charge of things and asking, “What would you do?” The
results of their choices can be instant and graphic.
• Make experimentation safe. Simulations are the strategy of choice whenever
learning involves physical danger. This is true when students are learning to
drive vehicles, handle volatile substances, or react to potentially dangerous
situations. They can experiment with strategies in simulated environments
that might result in personal injury to themselves or others in real life.
• Allow repetition with variations. Unlike in real life, simulations let students
repeat events as many times as they wish and with unlimited variations. They
can pair any number of mice to compare the results of each set of choices.
• Allow observation of complex processes. Real-life events often are so complex
that they are confusing— especially to those seeing them for the first time.
When many things happen at once, students find it difficult to focus on the
operation of individual components.

Classroom applications of simulation functions.

• In place of or as supplements to role-playing. Computerized simulations can

take the personal embarrassment and logistical problems out of the learning
experience, make classroom role playing more controllable, and spark students’
imagination and interest in the activities.
• In place of or as supplements to field trips. Seeing an activity in its real setting
can be a valuable experience, especially for young children. As with labs,
simulations provide good introductions or follow-ups to field trips.
• Fostering exploration and process learning. Teachers often use content-free

26
 simulation/problem solving software as motivation for students to explore
their own cognitive processes.
• Encouraging cooperation and group work. Sometimes a simulated
demonstration can capture students’ attention quickly and effectively. It gives
them interest in working together on a product. Simulations offer more useful
implementation than tutorials or drills do.
• In place of or as supplements to lab experiments. When adequate lab materials
are not available, teachers should try to locate computer simulations of the
required experiments.

TECHNOLOGY AND ASSESSMENT

Promethean (2016) identifies five (5) ways on how technology can be used to
support assessment in many ways such as to track student progress over time, help
to boost engagement, identify knowledge gaps, and support further/deeper learning.
Specifically, he outlines the following uses of technology in the assessment of student
learning:
1. Increase flexibility. The learners can access and complete online assessments
based on their individual learning style and needs at a time suitable to them. Assessment
with the use of technology promotes personalized learning to make students invest in their
own education.

2. Improve feedback. Technology for assessment can also improve feedback

because of real-time results and instant polling. Because of this, teachers can immediately
determine and address any gaps in knowledge by adjusting their approach to the real needs
of each pupil. Automated feedback through technology can also be used to highlight the
similarities and differences in students’ outputs and identify overlapping and missing core
concepts.

3. Recognize and cater for differences. Through technology, assessments can

be made varied to help teachers assess pupils depending on their personal interests and
learning abilities. To lessen the frustration and disengagement of the pupils, the teacher can
use technology in assessing the learners appropriate to them. The teachers should also take
into consideration the learning styles of the learners in designing their assessment tools.

4. Understand the importance of emotion. Technology can also be a medium to

understand how each learner feels about their overall learning experience. It can be used to
let students communicate with their teachers in private and state directly their emotional
state regarding the learning activities, assessments, and teaching methods. Because of this,
students can be more open and teachers can gain better understanding of their students.

5. Consolidate learning. Various assessment tools for students can be consolidated

using technology for easy access and viewing. The outputs created by students may be put
in one online platform so they can go back to it and review the contents whenever they want
to. This will also be a great resource of instructional materials not just for the teachers but
also for the students.
Because technology is becoming more and more popular in assessing student
learning, teachers have come to realized the advantages it brings to assessment. The
following is a list of online platforms which can be utilized not only in learning but also in

27
assessing the performance of your students in the future.
1. Kahoot! is a free game-based learning platform that makes it fun to learn – any
subject, in any language, on any device, for all ages! Kahoot!’s mission is to make learning
awesome. Their platform makes it easy to create, share and play learning games or trivia
quizzes in minutes. Kahoot! combines curiosity and play in learning new skills for lifelong
learning. By combining the two, in a fun and social way, the learning potential within all
of us is unlocked, no matter the subject, age or ability. Unleashing this potential within
every learner is what drives Kahoot! to create the most engaging and powerful experience
through their vision of building the learning platform in the world.
Visit this link, https://kahoot.it/ and explore how their platform can help you create
exciting assessment tools for your future students.

2. Quizizz is an educational platform that assists students to learn via game-

design elements, self-paced questions, and instant feedback. It is also a free fun
multiplayer classroom review tool, that allows all your students to practice and learn
together. It is super-easy to create quizzes and super-fun to play! Quizizz has fun avatars,
live leaderboards, themes, music, memes and more.
It is a good platform for assessment that allows your students to have fun while
answering your quizzes or other activities. You may visit it here: https://quizizz.com/

3. Google Forms are widely used to create surveys easily and quickly. It allows
you to ask questions and collect various types of information in a simple and efficient
way. Google forms may be used to include different types of questions: short answers,
paragraphs, multiple selection, verification boxes, pull-down, linear scale, grid of several
options, among others. It can be modified to create a professional looking survey where
you can add images, videos, and custom logic to give your students a great assessment
experience. One of its features is to access raw data in real time and analyze it with Google
Sheets or other software.
To create your own Google Forms and see for yourself the wonders it can do to
help you make assessment easily and quickly, visit and explore the features it offers here:
https://docs.google.com/forms/.

4. Schoology is a learning management system (LMS) that has all the tools to
create engaging content, design lessons, and assess student understanding. Schoology
is like a teacher’s website or an online extension of their classroom. Announcements,
special dates, pictures, newsletters, discussions, lessons, videos, etc. could all be on a
teacher’s Schoology page. Schoology’s Assessment Management Platform (AMP) lets
you build amazing assessments, manage the way assessments are used, and measure
results across your entire school or district.
You may access Schoology at https://www.schoology.com/ and check out how it
can be used to make learning and assessment more engaging to your students.

28
 REFERENCES
Brown, Roger & Stephenson, Tammy. Guiding Principles for Teaching with Technology. University of Kentucky.
https://www.nactateachers.org/images/Jun14_1_Guiding_Principles_for_Teaching_with_Technology.pdf

Fraizer, Valerie. Ways Teachers are Using Social Media in the Classroom Right Now. https://www.oaea.org/
assets/using%20social%20media%20in%20the%20classroom.pdf

Griesemer, James A. Using Social Media to Enhance Students’ Learning Experiences. Quality Approaches
in Higher Education Vol. 3, No. 1. http://asq.org/edu/2014/03/best-practices/using-social-media-to-enhance-
students-learning-experiences.pdf

Johnston, L., Beard, L. A., & Carpenter, L. B. (2007). Assistive technology: Access for all students. Columbus,
OH: Pearson Merrill Prentice Hall.

Learning Management System (LMS) Guide. 2014. Clarity Innovations. www.k12blueprint.com

Learning Management System: Schoology. 2020. NEUST College of Information and Communications and
Technology Schoology Module.

Raskind, M. H. (1994). Assistive technology for adults with learning disabilities: A rationale for use. In P. J.
Gerber & H. B. Reiff (Eds.), Learning disabilities in adulthood: Persisting problems and evolving issues (pp.
152-162). Stoneham, MA: Andover Medical.

The Use of Technology in Special Education. 2017. The University of Texas Permian Basin. All rights reserved.
4901 E. University, Odessa, Texas 79762. https://degree.utpb.edu/articles/education/technology-in-special-
education.aspx

Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program
DepEd (Do 55, s. 2016)

https://schoologyteamproject.weebly.com/features.html

https://kahoot.it/

https://quizizz.com/

https://docs.google.com/forms/

https://support.google.com/edu/classroom/answer/7627459?hl=en

https://mydatascope.com/blog/en/2018/06/15/advantages-and-disadvantages-of-google-forms/

https://nacada.ksu.edu/resources/clearinghouse/view-articles/using-technology-for-evaluation-and-
assessment.aspx

https://www.veletsianos.com/wpcontent/uploads/2008/10

29
 SYNTHESIZING
YOUR KNOWLEDGE
ACTIVITY 4

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Read and answer the questions carefully. Write your answers on the space
provided.

1. Choose a guiding principle on technology and explain. Provide a concrete example.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Which among the learning management systems do you think is the most user-friendly?
Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Facebook is known as a social media platform. Do you think it should also be used as
an online learning platform? Explain its advantages and disadvantages.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. One of your students is blind. How will you integrate technology in your lesson to help
that specific student?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

5. As a future teacher, why is it necessary for you to integrate technology in the curriculum?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

30
 ACTIVITY 5

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Read the following tasks and accomplish them carefully.

1. Visit the NEUST LMS and write your impression about it:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________.

2. Visit the following Schoology, Edmodo, and Moodle. Then create an account with you
as a teacher. As a proof of your account, take a screen shot and paste them here.

Schoology

Edmodo

31
Moodle

3. As a teacher in your Edmodo page, create a class and enroll your classmates as your
students. Try to post resources there and take screenshots as proofs that you have
completed the tasks.

Edmodo

32
4. Explore Schoology and do the following tasks and paste the screenshots below as
proofs that you have finished the tasks.

• Using your “instructor account” in Schoology, then create one course of your chosen
learning competency in English.

• Find the “Add Materials” menu and create a folder with the following settings.
After you are done you may now click create and check your course if you have
successfully added the folder.

33
• Add an assignment using the description box.

• Add an assignment by attaching a file.

34
 • Link an assignment using Google forms.

ACTIVITY 6

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Accomplish the following tasks properly and carefully and paste the
screenshots accordingly.

1. Write a blog about integrating technology in the curriculum and post it in your FB
account. Tag your teacher in the post.

35
2. Make a 2-minute tutorial video in any English learning competency. Then post it on
YouTube and share it on your FB account. Tag your teacher in the post.

3. Create an FB Learning Group and invite your classmates to like your page. Post three
(3) learning resources on your page.

36
 ACTIVITY 7

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: After exploring the different online platforms below, evaluate each one by
identifying two advantages and one disadvantage in relation to formative and summative
assessment with technology.

Platform Advantages Disadvantages

Kahoot!

Quizizz

Schoology

Google Form

37
 ACTIVITY 8

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Create a personal account in the four online learning platforms. Then, make a
10-item assessment based on following subjects for each platform:
a. Kahoot! for Science;
b. Quizizz for Math;
c. Google Form for Filipino; and
d. Schoology for English.
Please see the rubric below as your guide in completing your output.

Rubric in Creating Online Assessment

Criteria Very Good Good Fair Poor

The content of the 1-20% of the online 21-40% of the online 41% or above of the
online assessment assessment is not assessment is not online assessment
Appropriateness is appropriate to the appropriate to the appropriate to the is not appropriate to
specific topic and specific topic and specific topic and the specific topic and
learners. learners. learners. learners.
The online
The online The online
assessment
assessment presents assessment is
presents moderate The online
effectiveness of the presented with
Creativity effectiveness of the assessment has no
overall design and exaggeration in
overall design and design.
appearance to the design and overall
appearance to the
intended learners. appearance.
intended learners.
All the contents, Only 80-95% of the Only 60-79% of the Only 59% or below of
designs, and contents, designs, contents, designs, the contents, designs,
Organization
sequence or and sequence and sequence and sequence
Information/
questions are of questions are of questions are of questions are
organized properly. organized properly. organized properly organized properly.
Only 59% or below
Only 80-95% of the Only 60-79% of the
Directions, questions of the directions,
directions, questions directions, questions
and choices included questions and
and choices included and choices included
in online assessment choices included in
Content in online assessment in online assessment
are clear and free online assessment
are clear and free are clear and free
of grammatical and are clear and free
of grammatical and of grammatical and
factual errors. of grammatical and
factual errors. factual errors.
factual errors.

38
 UNIT III

NATURE AND CONCEPTS OF

PROJECT-BASED
LEARNING

“Knowledge is a product of experience,” as the Swiss psychologist Jean Piaget put it.

This is real! Your weekend duties, an upcoming conference or a fundraising event — it’s
both ventures. It would be a series of tasks for most professional employees that mark
their careers, rather than years of service to a single company. “For us as adults it is
important to address real-world problems that matter-and it is important for our students,”
(Lathram, Lenz, and Vander Ark in their eBook, Preparing Students for a Project-Based
World). Project-based learning model, with its emphasis on the skills of the 21st century,
also improves the technology capabilities of the students. Gonzalez (2016) noted how
project-based learning helps students develop teamwork and problem-solving skills, along
with the ability to communicate effectively with others. Technology-based programs are
interdisciplinary, interactive, inquiry-based, self-directed, empowering and address the full
spectrum of student needs and learning styles (Love, 2020). In addition, digital literacies
and aspirations of digital citizenship are rooted in tech-based ventures. A fast analysis
of ISTE’s newly updated expectations for students will expose the importance of PBL
to contemporary learning when it comes to learning goals. By highlighting criteria that
involve motivated learners, visionary designers, imaginative communicators, and global
partners, you would think those criteria were tailored to PBL. In short, if we’re to prepare
students for career success, we need to train them for a world focused on a project. In this
unit, we will learn all these things and at the same time put these concepts into practice
as you will have a hands-on experience on how to design your own project-based learning
plan.

OBJECTIVES
At the end of the orientation, the students should be able to:
1. compare problem-based and project-based learning approaches;
2. analyze sample PBL plans and local DepEd sample plans;
3. examine articles on innovations in learning technologies and resources for
language teaching;
4. analyze sample learning plans; and
5. develop a problem-based/project-based learning plan integrating ICT from the
identified language competencies.

39
 ACTIVATING YOUR
PRIOR KNOWLEDGE
Direction: Complete the matrix below by identifying appropriate technology tools for the
following learning competencies. Then tell in which part of the lesson plan are they most
applicable.

Project-Based Learning Plan Technology Tools Where to Apply?

EXPLORING
YOUR KNOWLEDGE

WHAT IS PROJECT-BASED LEARNING?

A project is an important, structural component of operation with an educational

purpose and directed at one or more specific objectives of knowledge; requiring research
and creative thinking and, often, the use and use of real objects; designed and carried out
in a normal real-life environment by the students and teachers (Good, as cited by Calderon
(1998)
Projects are authentic learning components that were primarily mostly used
references to manual instruction, home economics, arts, and vocational subjects. But
Charters implies that if the school teaches the learners are furthering it with an essential

40
duty, anything, whether it is a drill topic, discussion, problem, or physical activity, could be
regarded as a project (Risk, cited by Calderon, 1998).
Project-based learning (PBL) is an educational method designed to allow students
to acquire knowledge and skills by participating in projects that answer the problems and
challenges they face in the real world.
Project-based learning is “learning by doing” (ArchForKids LLC, n.d.), so it is more
than just creating projects. PBL will help students to investigate and react with deep and
sustained attention to a real, engaging, and complex question or challenge (Buck Institute
for Education (BIE).
The fact is, those in education understand that we live in a complex world supported
and driven by successful project completion.

PROJECT-BASED LEARNING: A LOOK IN THE PAST

SOURCE: http://education.msu.edu/EPC/library/papers/WP26/

During the Progressive Era, intellectuals such as John Dewey and William Heard
Kilpatrick created project-based strategies. The scholars suggested educating students
on the basis of their interests and wild imagination, and learning by doing, instead of
just relying on dry, classroom instruction of conventional methodologies, as long as the
methodology was meaningful (Beineke, 1998; Dewey, 1902; Kilpatrick, 1918; Kliebard,
1986).
Historically, teachers using this approach have chosen tasks based on common
desires of children and included class events such as presenting a story, creating a journal,
or learning about volcanoes in a particular region.
These types of projects also joined the practical with the abstract, stressing the
application of knowledge learning in the disciplines in the real world.
Although some traditional education proponents have argued that project-based
approaches frequently lack much academic rigor, there was (and is) broad variation in
the way teachers applied the method, with some more intellectually rigorous than others
(Kliebard, 1986).

ADVANTAGES OF THE PROJECT METHOD

All too often, mainstream learning never moves into the strictly academic sphere.
Learning based on project binds students to the real world. Project-based Learning trains
students in the real world to take on and overcome challenges, simulating what the experts
carry out every day.
Instead of short-term memorization approaches, project-based learning gives
students the ability to interact profoundly with the desired material, while concentrating
on long-term retention. Thanks to its ability to keep students involved, PBL also enhances
student attitudes towards education.
According to Calderon (1998), the advantages of the project method are the
following:

1. The project method cultivates interests. Environment controlled activity

increases interest in the project. The students should work conscientiously as they are
aware of the value of their operation and are involved and fully accountable for completing

41
their projects. It implements the preparation rule. When they know that they attach great
importance to the end result of their initiatives, they become prepared to start to work.

2. Achievable projects promotes success. When the students know that their goal
is attainable and they know that they can attain a complete understanding of the purpose
or goal, they work hard to attain the goal.

3. The project method provides for individual differences. Each learner can
proceed at his / her own pace and possibly achieve whatever he / she is to complete and
if it’s a team effort, the students are delegated to undertake the tasks they are skilled to
do.

4. The project method enriches holistic growth. The project focuses effectively on
the mindset that knowledge, attitudes, competencies, and character development arise
from the active engagement of the students in the collaborative endeavor, particularly in
solving issues or difficulties.

The project-based learning framework advances itself to creating intrinsic

motivation, as it focuses student learning around an underlying core issue or question
and a concrete outcome.
Autonomy, mastery and, intention – these are the three factors that fundamentally
drive people, according to Daniel Pink’s popular book, Drive. When learners sink their teeth
into practical endeavors, grit and rigor become embedded into their characters.
Project-based learning is positively associated with student achievement. This is
the result of the research conducted by the University of Michigan and Michigan State
University. According to their joint study, the introduction of project-based learning
will constructively increase student performance in schools serving communities with
high poverty. This work underlines the significance of projects being consistent with
expectations and backed by evidence-proven instructional strategies.

LIMITATIONS OF THE PROJECT METHOD

SOURCE: http://education.msu.edu/EPC/library/papers/WP26/

The solutions to project-based learning are not without obstacles. Research makes
clear the need for extensive framework and funding for project-based teaching by teachers
and students (Thomas, 2000). Such support can take many forms, such as encouraging
constant self-reflection on the relationship between the activities of the project and its
goals (e.g. Barron et al., 1998).
With this in mind, many can wonder in the current standards-based environment
if project-based solutions can fit into an already packed curriculum and can effectively
tackle district, regional, and national standards.
Some would wonder whether it is possible to integrate project-based learning
in the curriculum. This means that formal unit and lesson plans will include a learning
approach dependent on the individual students, classrooms, and community in which the
learning takes place. This spawned from the idea of project-based learning originating
from or are guided by the concerns and experiences of the students and often contribute
to community-specific issues.
These are challenges that we have sought to tackle in this study: providing
substantial support to teachers in adopting a project-based approach, aligning project-
based units to different learning expectations, and adapting project-based learning into
the curriculum so that teachers may incorporate effective projects in many settings.

42
TYPES OF PROJECTS

Different writers have various project categories but all seem to consent (Calderon,
1998):

1. Construction and Manipulation project. These tasks include operating
instruments and equipment to create or build material items such as a costume, a chair, a
garden area, a wall, and so on.

2. Esthetic projects. Such ventures aim at a fun experience, such as listening to
a symphony orchestra, reading a poem, going on an excursion, performing a humorous
story, etc.

3. Intellectual projects. Such projects involve eliminating any intellectual

complexity, such as why martial laws were proclaimed, why Makati is a democratic region,
why we don’t produce enough rice, etc.

4. Skill projects. These tasks aim to develop specific abilities, such as learning to
play a guitar or any musical instrument, gaining the ability to write a short story, a poem,
etc.

ESSENTIAL ELEMENTS OF PROJECT-BASED LEARNING

Teacher, you rated the project with quality and imagination. Many students did well
but there were those few who just did enough to pass. In reality, there were many waiting
until the last minute and not using their time wisely.
According to some authors, projects must have: (1) clear and definite purpose; (2)
directive learning, by the teacher or by the pupils; (3) genuine life activity; (4) problem or
project in natural setting; and (5) attainable goal.
Schools have varying meanings and project criteria. However, all project-based
learning characteristics are both consistent and constant. PBL can be used interchangeably
with “experiential learning” or “discovery learning.”
It takes some effort and regressive preparation to convert a project into a project-
based learning. However, Buck Institute for Education suggests that the use of PBL will
enable the learners to craft a learning involvement that goes further than rote learning. PBL
also fosters student engagement as a necessary skill of the 21st century. To summarize,
here are the essential elements of PBL model:

Significant Content
A strong experience with PBL puts primary emphasis on important material and capabilities
of the modern age. A project named “information light” that is enjoyable for students isn’t
worth the time and effort that goes into its fulfillment. Establish the substantial information
and where there are natural instructional interactions between the requirements and even
units. Let that be the foundation for defining your perspective with PBL.

21st-Century Skills
PBL must promote 21st-Century Skills that include critical thinking, collaboration,
communication, and creativity in the experience of the learners. As such, the learners
must be trained on projects focusing on researching, synthesizing, organizing, presenting,
listening and teamwork. For example, learners use critical thinking techniques to describe

43
the practical lessons they learned from the story, and then apply those lessons to
situations set in the present day. Students can accomplish these through technology-rich
PBL method like the use of Google Docs and Edmodo.

In-Depth Inquiry
A project’s guiding issue needs to be open-ended, engaging, and designed in order to
begin the investigation process. If students can give Google an answer in today’s world,
what’s the point of building a project around it? Additionally, if a question posed sounds
like an essay question on a test, students won’t be prompted to inquire.

Driving Question
A project’s guiding issue needs to be open-ended, engaging, and designed in order to begin
the investigation process. Questions of this type must start with students undergoing an
investigation themselves. Additionally, one of the main reasons that make this engaging
and inquiry-based is that it gives students a direct task to work towards the achievement of
the objectives of the project. Although not necessary in PBL, generating driving questions
will help the learners to come up with a concrete plan to explore throughout the venture.

Need to Know
Instead of initiating the project at the end of a course, PBL establishes a need for students
to understand in which they are involved from the beginning of the project. The project must
start with an activity constructed to ignite student interest in the project and encourage
the process of inquiry. This means having your students start the project with the results in
mind. To accomplish this, students may be exposed to different videos to draw motivation
in performing their tasks. YouTube is a great repository of academic and how-to videos.

The in-depth inquiry is started from the onset of the project and connects the need to
know about the driving question from the entry event. Students create a list of issues
they will need to explore and reflect on over the course of the project. Students may look
for answers, ask more questions, and ultimately develop a new approach, product, or
implementation concept.

Student Voice and Choice

To create ownership of a project, it is important to allow a level of student voice and
choice within a project. The level of voice and choice in a project can vary, depending on
student grade level and the project itself. However, when the learners are encouraged to
make judgments in a project, they learn autonomy. An open-ended project like this is an
ideal example of giving students the ability to exercise creativity, rather than focusing on
constraints imposed by teachers.

Reflection and Revision

Reflection and revision are a frequently incorporated element in classrooms in English
Language Arts. Students must constantly refer to the driving question, reflect upon it
and revise it as necessary. The inquiry stage encourages the need to address additional
questions where the students must regularly participate in reflection and revision.

Public Audience
PBL final element is a public audience. It will boost the final product, getting it to a higher
quality level. Moving beyond simply completing the teacher’s or their peers’ end product
propels students to take pride in completing their PBL experience. It also places students
in a situation where they need to utilize their communication skills of the 21st century.
The public may take several forms, including writing and submitting a letter, planning an
event for members of the community and parents, or making a formal presentation to a
professional group.

44
For instance, the students may show their proposal to a panel which may include fellow
students, the faculty and staff of the school, experts in the field, guests from different
sectors of society. As a result, the students will be able to display their exceptional project
to an audience and at the same time present in a “less convenient” and more accurate
atmosphere.

The Gold Standard PBL Model

SOURCE: https://www.pblworks.org/blog/connecting-new-high-quality-pbl-framework-gold-standard-pbl

This illustration of project-based learning can be a source of motivation for all educators
and in all areas of curriculum. When developing a PBL scenario, thinking outside of the box
is a prerequisite. Thus, pursuing these eight elements as suggested by The Buck Institute
for Education, will lead towards PBL progress.

REFERENCES
Lathram, B. & Lenz, B. et. al. (August 2016). Preparing Students for a Project-Based World. Retrieved
from https://www.gettingsmart.com/wp-content/uploads/2016/08/Preparing-Students-for-a-
ProjectBasedWorld-FINAL.pdf

Calderon, J.F. (1998) Principles and Practices of Teaching. Quezon City: Great Books Trading

https://my.pblworks.org/system/files/2019-01/PBLworks-Bridging-the-Gap.pdf

http://www.envisionprojects.org/pub/env_p/78.html

45
 SYNTHESIZING
YOUR KNOWLEDGE
ACTIVITY 9

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Present research articles that talk about the integration of Traditional Method
and Project-based Learning approaches in the teaching of English. Using T-Chart, show
and explain the similarities and differences of the two approaches in language acquisition
and development of communication skills.

Project-Based Learning Plan Technology Tools

Parts: Parts:
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________

Learning Objectives: Learning Objectives:

_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________

Procedure: Procedure:
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________

Time Frame: Time Frame:

_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________

Assessment: Assessment:
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________
_________________________________________________________ _________________________________________________________

46
 ACTIVITY 10

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Review samples of Project-based Learning (PBL) Plans and highlight how
technology tools are integrated and used to achieve the intended learning competencies.

Which part and

Project-Based Learning Plan Technology Tools
how they are used?

Project Title: _____________________________

Grade Level: _____________________________
Learning Competencies:
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Project Title: _____________________________

Grade Level: _____________________________
Learning Competencies:
__________________________________________
__________________________________________
__________________________________________
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Project Title: _____________________________

Grade Level: _____________________________
Learning Competencies:
__________________________________________
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Project Title: _____________________________

Grade Level: _____________________________
Learning Competencies:
__________________________________________
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 ACTIVITY 11

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Direction: Using an infographic software tool, create your own infographic on the essential
elements of project-based learning plan. Upload it in Padlet and be ready for a 3-5 minute
presentation of your outputs.

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 UNIT III

WRITING OF PROJECT-BASED

LEARNING PLAN

A lesson plan is the instructor’s road map of what students need to learn and how
it will be done effectively during the class time. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on student learning. Having a carefully
constructed lesson plan for each 3-hour lesson allows you to enter the classroom with
more confidence and maximizes your chance of having a meaningful learning experience
with your students. Good lesson planning is essential to the process of teaching and
learning. A teacher who is prepared is well on his/her way to a successful instructional
experience. The development of interesting lessons takes a great deal of time and effort.
As a new teacher you must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures, along with good classroom management techniques, are not in
evidence. There is a large body of research available pertaining to lesson development
and delivery and the significance of classroom management. They are skills that must be
researched, structured to your individual style, implemented in a teacher/learning situation,
and constantly evaluated and revamped when necessary. Consistency is of the utmost
importance in the implementation of a classroom management plan. All teachers should
understand that they are not an island unto themselves. The educational philosophy of the
district and the uniqueness of their schools should be the guiding force behind what takes
place in the classroom. The school’s code of discipline, which should be fair, responsible,
and meaningful, must be reflected in every teacher’s classroom management efforts.
In this unit, you will learn how to write lesson plans fit for project-based learning where
technology is incorporated.

OBJECTIVES

At the end of the orientation, I am able to:

1. compare problem-based and project-based learning approaches;
2. analyze sample PBL plans and local DepEd sample plans;
3. examine articles on innovations in learning technologies and resources for
language teaching;
4. analyze sample learning plans; and
5. develop a problem-based/project-based learning plan integrating ICT from the
identified language competencies.

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 ACTIVATING YOUR
PRIOR KNOWLEDGE
Direction: Think of any project that you have done in your English class before and answer
the questions below.

1. What was your project?

2. What was the purpose of that project?
3. How long did you finish it?
4. What challenges did you meet to complete the project?
5. How did you feel after completing the project?

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EXPLORING
YOUR KNOWLEDGE

POLICY GUIDELINES ON DAILY LESSON PREPARATION

The Department of Education (DepEd) recognizes that instructional planning is

essential to successful teaching and learning (Dick & Reiser 1996). Instructional planning
is the process of determining what learning opportunities students in school will have by
planning “the content of instruction, selecting teaching materials, designing the learning
activities and grouping methods, and deciding on the pacing and allocation of instructional
time” (Virginia Department of Education). According to Airasian (1994), planning is a vital
step in the instructional process. It involves identifying expectations for learners and
choosing the materials and organizing the sequential activities that will help learners
reach those expectations. Instructional planning guarantees that teaching and learning
are the central focus of classroom activity. Furthermore, it helps ensure that the time
spent inside the classroom is maximized for instruction, is responsive to learners’ needs,
and therefore communicates expectations of achievement to learners (Stronge, 2007).
Research shows that effective teachers organize and plan their instruction (Misulis

50
1997; Stronge 2007). With content and performance standards and learning competencies
firmly articulated in the K to 12 curriculum, it is easier for teachers to carry out both short-
term and long-term instructional planning. Under the K to 12 Basic Education Program,
teachers can in fact plan student learning for a year, a semester, a quarter, a unit, or a
lesson and secure coverage of the curriculum.
DepEd issues these guidelines on daily lesson preparation based on the belief that
planning is fundamental to ensuring the delivery of teaching and learning in schools. Daily
lesson preparation also encourages reflective practice since it requires teachers to think
about and reflect on their instructional practices on a daily basis. Article IV, Section 2 of
the Code of Ethics for Professional Teachers adopted in 1997 through Board Resolution
No. 435 by the Board of Professional Teachers states that “every teacher shall uphold the
highest standards of quality education, shall make the best preparations for the career
of teaching, and shall be at his best at all times in the practice of his profession.” This
policy is therefore meant to support teachers in upholding quality education standards
by affirming the importance of instructional planning through Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) preparation. These guidelines ultimately aim to assist teachers
in not only effectively managing instruction but also managing the performance of one of
their core functions, which is to facilitate learning inside their classrooms.
For purposes of better understanding, the following terms are defined as follows:
a. Instruction refers to the methods and processes used to direct learning.
b. Instructional planning is the process of systematically planning, developing,
evaluating, and managing the instructional process by using principles of
teaching and learning.
c. Daily Lesson Log (DLL) is a template teachers use to log parts of their daily
lesson. The DLL covers a day’s or a week’s worth of lessons and contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection.
d. Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains
a detailed description of the steps a teacher will take to teach a particular
topic. A typical DLP contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.

IMPORTANCE OF LESSON PLANNING

The objective of lesson planning is learning. Lesson planning helps teachers set
learning targets for learners. It also helps teachers guarantee that learners reach those
targets. By planning lessons, teachers are able to see to it that daily activities inside
the classroom lead to learner progress and achievement or the attainment of learning
outcomes.
Planning lessons increases a teacher’s chances of carrying out a lesson
successfully. It also allows teachers to be more confident before starting a lesson.
Lesson planning inculcates reflective practice as it allows teachers to think about
their teaching. By planning lessons daily, teachers are able to think about and reflect on
different strategies that work inside the classroom including research-based strategies.
Making a habit of lesson planning ensures that teachers truly facilitate learning and
respond to learners’ needs inside the classroom.
Additionally, lesson planning helps teachers’ master learning area content. Through
the preparation of effective lesson plans, teachers are able to relearn what they need to
teach. In the classroom, well-prepared teachers show ownership of the learning area they
teach. Lesson planning helps teachers know their learners and teach what students need
to learn and therefore ensures curriculum coverage.
Lesson planning is a hallmark of effective teaching. As mentioned, effective

51
teachers organize and plan instruction to ensure learners’ success inside the classroom.
According to Stronge (2007), research shows that instructional planning for effective
teaching has the following elements:
a. Identifying clear lesson and learning objectives while carefully linking activities
to them, which is essential for effectiveness
b. Creating quality assignments, which is positively associated with quality
instruction and quality student work
c. Planning lessons that have clear goals, are logically structured, and progress
through the content step-by-step
d. Planning the instructional strategies to be deployed in the classroom and the
timing of these strategies
e. Using advance organizers, graphic organizers, and outlines to plan for effective
instructional delivery
f. Considering student attention spans and learning styles when designing
lessons
g. Systematically developing objectives, questions, and activities that reflect
higher-level and lower-level cognitive skills as appropriate for the content and
the student therefore, have learner-centered objectives that are aligned with
the standards of the curriculum.
In preparing daily lessons, teachers can also make use of multiple resources that
are available to them including the Teacher’s Guide (TG), Learner’s Material (LM), additional
materials from the Learning Resources Management and Development System (LRMDS)
portal, textbooks, and others supplementary materials, whether digital, multimedia, or
online, including those that are teacher-made. However, these materials should be used
by teachers as resources, not as the curriculum.

LESSON PREPARATION

Instructional planning is a critical part of the teaching and learning process. Daily
lesson preparation effectively organizes and manages K to 12 classrooms to be genuinely
responsive to learners’ needs. Moreover, these guidelines in the preparation of DLP and
DLL shall inculcate reflective practice among teachers by providing them opportunities
to think about and reflect on their instructional practices. Daily lesson preparation is part
of the teacher’s core function as a facilitator of learning inside the classroom as affirmed
through DepEd’s Results-based Performance Management System (RPMS). Well-prepared
and well-planned lessons are fundamental to ensuring the delivery of quality teaching and
learning in schools.

A. The instructional process. According to Airasian (1994), the instructional

process is made up of three (3) steps: (1) planning instruction; (2) delivery of instruction;
and (3) assessment of learning. This means that teaching begins even before a teacher
steps in front of a class and begins a lesson. This also means that teachers are expected
to be able to organize and develop a plan for teaching, implement that plan, and measure
how effectively they implemented a plan.
B. Lesson planning. Lesson planning is one way of planning instruction. Lesson
planning is a way of visualizing a lesson before it is taught. According to Scrivener (2005),
planning a lesson entails “prediction, anticipation, sequencing, and simplifying.” Lesson
planning is a critical part of the teaching and learning process.

As mentioned, a lesson plan serves as a teacher’s “road map” for a particular

lesson. It is a guide for instruction and contains details of what a teacher and learners
will do in order to tackle a particular topic. Experts agree that a lesson plan should aim to

52
answer the following questions (Virginia Department of Education): (a) What should be
taught?; (b) How should it be taught?; and (c) How should learning be assessed?

What should be taught?

Teachers must have a deep understanding of the curriculum and strive to teach its
content. In planning daily lessons, teachers need to follow the Curriculum Guide (CG) of the
learning area being taught. Using the CG, teachers can plan the many ways to teach what
it contains including the content standards or the essential knowledge that students need
to learn, performance standards or the abilities and skills learners need to demonstrate in
relation to the knowledge they have learned, and learning competencies or the knowledge,
skills, and attitudes learners need to demonstrate in every lesson.
Following the CG, teachers can also plan their instruction backwards. That is, they
can set a long-term vision of what learners need to be able to master in terms of content
and competencies at the end of the school-year and endeavor to achieve this goal. At the
end of the year, learners should have mastery of grade level standards and demonstrate
readiness to learn the curriculum standards of the next grade level. Teachers can
guarantee this by taking advantage of and maximizing the coded curriculum. The lessons
teachers plan daily should aid learners in mastering the content and competencies of the
curriculum progressively.

How should it be taught?

With a lesson plan, teachers can predict which parts of the lesson learners will
have difficulty understanding. Teachers can then prepare strategies that help learners
learn, build learners’ understanding and respond to learners’ needs. Teachers can explore
utilizing different instructional strategies that consider learners’ varying characteristics
including cognitive ability, learning style, readiness level, multiple intelligences, gender,
socioeconomic background, ethnicity, culture, physical ability, personality, special needs,
and the different ways learners master the content of a particular learning area. This
presupposes flexibility in the way a teacher plans lessons. This means that a teacher can
prepare a lesson plan but must remain open to the possibility of adjusting instruction to
respond to the needs of learners.
Furthermore, this requires teachers to treat learners not as passive recipients
of knowledge but as active agents in their own learning. A lesson plan therefore should
show what the teacher and learners will do in the classroom to build understanding of the
lesson together. Beyond demonstrating what a teacher needs to do inside the classroom,
a lesson plan should describe what learners need to do as co-constructors of knowledge
inside the classroom.

How should learning be assessed?

Effective teachers do not only prepare lesson plans, they also prepare an
assessment plan or specifically a formative assessment plan. As defined in DepEd Order
No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program, formative assessment “refers to the ongoing forms of assessment
that are closely linked to the learning process. It is characteristically informal and is
intended to help students identify strengths and weaknesses in order to learn from the
assessment experience.” Once the objectives of the lesson have been identified, teachers
need to prepare a formative assessment plan integrated into the lesson and aligned
with the lesson objectives. This means that a teacher needs to rely on multiple ways of
assessing learning inside the classroom. DepEd Order No. 8, s. 2015 presents a list of
formative assessment methods that teachers can use during different parts of a lesson.
This also means that a lesson plan should embody the unity of instruction and
assessment. While planning lessons, teachers need to be able to identify reliable ways
to measure learners’ understanding. This means that teachers need to communicate to
learners what they are expected to learn, involve them in assessing their own learning

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at the beginning, during, and end of every lesson, and use data from the assessment to
continually adjust instruction to ensure attainment of learning outcomes.

INSTRUCTIONAL MODELS, STRATEGIES, AND METHODS

In planning lessons, teachers can choose from a variety of instructional

models and their corresponding strategies and methods. An instructional model is
a teacher’s philosophical orientation to teaching. It is related to theories of learning
including behaviorism, cognitivism, constructivism, social interactionism, and others.
An instructional strategy is a teaching approach influenced by the abovementioned
educational philosophies, while an instructional method is the specific activity that
teachers and learners will do in the classroom.
An instructional strategy is what a teacher uses inside the classroom to achieve
the objectives of a lesson. A teacher can use a strategy or a combination of strategies
to do this. Below are examples of different instructional strategies briefly explained
(Saskatchewan Education 1991):

a. Direct instruction is systematic, structured and sequential teaching. Its basic

steps include presenting the material, explaining, and reinforcing it. According
to Borich (2001), direct instruction methods are used to teach facts, rules, and
action sequences. Direct instruction methods include compare and contrast,
demonstrations, didactic questions, drill and practice, guides for reading,
listening and viewing, lecture, etc.
b. Indirect instruction is a teaching strategy in which the learner is an active and
not passive participant. Indirect instruction methods are used for concept
learning, inquiry learning and problem-centered learning (Borich 2011). Indirect
instruction methods include case study, cloze procedure, concept formation,
inquiry, problem solving, reflective discussion, etc.
c. Interactive instruction is teaching that addresses learners’ need to be active
in their learning and interact with others including their teachers and peers.
Interactive methods of teaching include brainstorming, debates, cooperative
learning, interviewing, small group discussion, whole class discussion, etc.
d. Experiential instruction is teaching students by directly involving them in a
learning experience. This strategy emphasizes the process and not the product
of learning. Experiential learning methods include games, experiments, field
trips, model building, field observations, role play, simulations, etc.
e. Independent study is teaching in which the teacher’s external control is reduced
and students interact more with the content (Petrina in press). Independent
study methods aim to develop learners’ initiative, self-reliance, and self-
improvement and include assigned questions, correspondence lessons,
computer assisted instruction, essays, homework, learning contracts, reports,
research projects, etc.

In planning lessons, teachers can employ and combine a variety of teaching

strategies and methods to deliver instruction. In choosing strategies and methods to use
in teaching, the teacher has to consider learner diversity and whether or not the strategies
or methods will respond to what learners inside the classroom need.

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FEATURES OF THE K TO 12 CURRICULUM

In preparing daily lessons, teachers are encouraged to emphasize the features of

the K to 12 curriculum as discussed briefly below:

Spiral progression. The K to 12 curriculum follows a spiral progression of content.

This means that students learn concepts while young and learn the same concepts
repeatedly at a higher degree of complexity as they move from one grade level to another.
According to Bruner (1960), this helps learners organize their knowledge, connect what
they know, and master it. Teachers should make sure that in preparing lessons, learners
are able to revisit previously encountered topics with an increasing level of complexity and
that lessons build on previous learning.

Constructivism. The K to 12 curriculum views learners as active constructors of

knowledge. This means that in planning lessons, teachers should provide learners with
opportunities to organize or re-organize their thinking and construct knowledge that is
meaningful to them (Piaget 1950). This can be done by ensuring that lessons engage
and challenge learners and tap into the learners’ zone of proximal development (ZPD)
or the distance between the learners’ actual development level and the level of potential
development (Vygotsky 1978). Vygotsky (1978) suggests that to do this, teachers can
employ strategies that allow collaboration among learners, so that learners of varying
skills can benefit from interaction with one another.

Differentiated instruction. All K to 12 teachers are encouraged to differentiate

their teaching in order to help different kinds of learners meet the outcomes expected in
each lesson. Differentiation or differentiated instruction means providing multiple learning
options in the classroom so that learners of varying interests, abilities, and needs are
able to take in the same content appropriate to their needs, According to Ravitch (2007),
differentiation is instruction that aims to “maximize each student s growth by recognizing
that students have different ways of learning, different interests, and different ways of
responding to instruction.”
Differentiation is just one of the strategies available to teachers in the K to 12
classroom. In planning lessons, teachers are encouraged to think about and include in
their lessons options for different kinds of learners to understand and learn the lesson’s
topic. This means that teachers need to continually conduct formative assessment of
learners to be able to articulate these options for learners. However, it shall still be up to
the individual teacher to decide when to utilize differentiated instruction in the classroom.

Contextualization. Section 5 of RA 10533 or the Enhanced Basic Education

Act of 2013 states that the K to 12 curriculum shall be learner-centered, inclusive and
developmentally appropriate, relevant, responsive, research-based, culture-sensitive,
contextualized, global, and flexible enough to allow schools to localize, indigenize, and
enhance the same based on their respective educational and social contexts. K to 12
teachers are allowed to use contextualization strategies in their lessons.

According to DepEd Order No. 32, s. 2015 entitled Adopting The Indigenous
Peoples Education Curriculum Framework, contextualization is “the educational process
of relating the curriculum to a particular setting, situation, or area of application to
make the competencies relevant, meaningful, and useful to all learners.” The degree of
contextualization can be further distinguished into localization which involves relating
curriculum content to information and materials found in the learners’ immediate
community, and indigenization which involves enhancing curriculum competencies,
learning resources, and the even the instructional process in relation to the bio-
geographical, historical, and socio-cultural context of the learners’ community. In preparing

55
lessons, teachers are encouraged to make full use of these contextualization strategies, if
necessary, to make lessons more relevant and meaningful to learners.

ICT INTEGRATION

ICTs are basically information-handling tools that are used to produce, store,
process, distribute, and exchange information (Anderson 2010). ICT integration in
teaching and learning involves all activities and processes with the use of technology
that will help promote learning and enhance the abilities and skills of both learners and
teachers. With the availability of ICTs in schools, teachers can integrate technology in the
planning, delivery, and assessment of instruction.
The use of computers can speed up the preparation of daily lessons. Lesson plans
may be computerized or handwritten. Schools may also use ICTs to store the lessons
that their teachers prepare. They can create a databank/database of lesson plans and
feature exemplary lesson plans in the school website or submit exemplary lesson plans
for uploading to the LRMDS portal. Teachers can then use the portal as a resource for their
daily lesson preparation. This way, teachers can support each other by having a repository
of lesson plans to refer to in preparing for their daily lesson.
Teachers can also integrate the use of technology into different parts of a lesson.
Various instructional strategies and methods can be delivered using ICT equipment,
peripherals, and applications. Teachers can plan learning opportunities that allow learners
to access, organize and process information; create and develop products; communicate
and collaborate with others using ICTs. Use of ICTs in lessons is also one way of
differentiating instruction inside the K to 12 classroom.

PARTS OF A PROJECT-BASED LEARNING PLAN

In this course, we shall focus on the use of project-based learning model for
language education. Let us a look at the following parts of a project-based learning plan
in a more detailed manner.

Project Title. This refers to the name of the project that your students will
conceptualize and need to accomplish.
Driving Question. This is the guide question in the accomplishment of the project.
Scaffolds are intended to be temporary supports that are removed when students
no longer need them. These scaffolds can be used to support either content or the project
process (e.g., need to know questions). Leverage “checking prior knowledge” to ensure
you are offering the right scaffolds to the students who need them. Be sure to consider
a wide range of needs, such as literacy skills, language acquisition levels, auditory/visual
processing, building schema, learning style preferences, academic performance levels,
etc.
Duration. This is the time frame that the students need to finish the project. It can
be one week or more.
Subject/Course. Since you will be teaching in the secondary level, this refers to
your subject, English.

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 Grade Level. This refers to the grade level that the project is intended to be done.
Integration. Other subjects that can be incorporated in the project.
Key Vocabulary. This is a suggested list to get you started. Determine the key
vocabulary words and terms you need to teach based on your focus content and the prior
knowledge and needs of your students.
Learning Competencies. These are the skills taken from the K to 12 English
Curriculum Guide. They are the objectives that the students need to target.
21st Century Skills. In the previous unit, the four 21st Century Skills – creativity,
critical thinking, collaboration, and communication – have already been discussed. In your
learning plan, indicate how each skill must be achieved.
Project Summary. This part gives the overview of how the project will be attained
and what procedure do the students need to follow. This can include lessons, tasks,
activities, or learning experiences. Choose the instructional method that will best help
students achieve the learning outcome. For example, a direct instruction lesson may be
appropriate for introducing the key players in World War II while an artifact inquiry activity
during which students examine primary source documents would be better suited for them
to understand the impact of those key players on the pivotal events during the war. This
would also be the space to include teaching and learning related to classroom culture,
student collaboration, and/or project management tools or skills, as appropriate for
students or project milestones needs. Included links showing examples of such activities.
Entry Event. This will serve as a motivation so that the students will have a
springboard as to how they will go through their project.
Product. This refers to the tangible products that the students should be able to
produce as they go from one step of their project to another.
Technology Integration. This refers to the technology that is essential in the
accomplishment of the product.
Assessment. This pertains to how the students will be assessed using rubrics or
objective type tests. For each lesson, consider which assessment type best measures the
learning outcome. For example, a quiz may be the best way to check for understanding of
key terms while an annotated sketch might be best for determining student understanding
of how the key terms fit together. In some cases, your assessment may be informal, such
as an exit ticket, or more formal, as in a rough draft. Finally, when planning your formative
assessment, diversify who is doing it.
Public Audience. This refers to the presentation of the products through an online
platform.
Resources Needed. This may include materials or human resources that are
important in the accomplishment of the product. Student-facing tools, human resources
such as experts or community members, teacher tools, equipment, etc.
Reflection Methods. This refers to how the students will reflect on their thinking,
process, or learning which can be done through journal writing, short essay, exit tickets or
other methods.

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ESSENTIAL PROJECT DESIGN ELEMENTS CHECKLIST

Does the project meet these criteria? Yes No

Key Knowledge, Understanding, and Success Skills. The project is focused on teaching
students key knowledge and understanding derived from standards, and success skills
including critical thinking/problem solving, collaboration, and self-management.
Challenging Problem or Question. The project is based on a meaningful problem to
solve or a question to answer, at the appropriate level of challenge for students, which
is operationalized by an open-ended, engaging driving question.
Sustained Inquiry. The project involves an active, in-depth process over time, in which
students generate questions, find and use resources, ask further questions, and
develop their own answers.

Authenticity. The project has a real-world context, uses real-world processes, tools, and
quality standards, makes a real impact, and/or is connected to students’ own concerns,
interests, and identities.

Student Voice and Choice. The project allows students to make some choices about
the products they create, how they work, and how they use their time, guided by the
teacher and depending on their age and PBL experience.

Reflection. The project provides opportunities for students to reflect on what and how
they are learning, and on the project’s design and implementation.

Critique and Revision. The project includes processes for students to give and receive
feedback on their work, in order to revise their ideas and products or conduct further
inquiry.

Public Product. The project requires students to demonstrate what they learn by
creating a product that is presented or offered to people beyond the classroom.

RUBRIC FOR PROJECT-BASED LEARNING

Project Design Rubric

The Project Design Rubric uses the Essential Project Design Elements as criteria to
evaluate projects. The rubric aligns with PBLWorks’ Gold Standard PBL model. Definitions
and practical examples are used to clarify the meaning of each dimension. The rubric
helps educators understand the difference between a simple “project” and rigorous Gold
Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.
You and your colleagues can use the rubric to guide the design of projects, give formative
feedback, and reflect and revise.

Presentation Rubric
This rubric helps teachers guide students in grades 6-8 in making effective
presentations in a project, and it can be used to assess their performance. Alignment with
CCSS is not noted. Use this rubric to guide students and assess their work, or to inform
your thinking as you create your own assessment tools. Schools and districts can adopt
or adapt this rubric for use across all classrooms.

Critical Thinking Rubric

This rubric helps teachers guide students in grades 6-12 in being effective critical
thinkers in various phases of a project, and can be used to assess their performance.
Use this rubric to guide students and assess their work, or to inform your thinking as you

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create your own assessment tools. Schools and districts can adopt or adapt this rubric for
use across all classrooms.

Collaboration Rubric
This rubric helps teachers guide students in grades 6-12 in being effective
collaborators in a project, and it can be used to assess their performance. Use this rubric
to guide students and assess their work, or to guide your thinking as you create your own
assessment tools. Schools and districts can adopt or adapt this rubric for use across all
classrooms.

Creativity and Innovation Rubric

The first part of this rubric helps teachers guide students in grades 6-12 in using
an effective process for innovation in various phases of a project, and it can be used to
assess their performance. The second part of the rubric can be used to assess the degree
of creativity shown in the products students create in a project.

English Learner Scaffolds for PBL

The English Learner Scaffolds for PBL document provides strategies and
recommendations to support English Learners during each phase of a project. It
includes guidance on scaffolding the project process, content learning, and language
development. The recommendations here align with the planned scaffolding strategies
from the Theoretical Foundations and Research Base for California’s English Language
Development Standards, provided at the end of this document. Use this to help plan
scaffolding for a project to meet the needs of your students.

SAMPLE PROJECT-BASED LEARNING PLAN IN ENGLISH 9

Project Title Changing the World One Poem at a Time
Driving Questions How can we use poetry to promote social justice?
Duration 5 days
Subject/Course English
Grade Level 8
Integration Social Studies, Mathematics, Science
Learning Competencies
1. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal
or informal tone).
2. RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.*
3. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently.
4. W.9-10.9 Draw evidence from literary or informational text to support analysis, reflection, and
research.*
5. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.*
6. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
7. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.*

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Key Vocabulary
This is a suggested list to get you started. Determine the key vocabulary words and terms you need
to teach based on your focus content and the prior knowledge and needs of your students.
A. Social justice
• Human rights
• United Nations’ Universal Declaration of Human Rights
B. Imagery
• Contradictory illustration
• Enhancing illustration
• Symmetrical illustration
C. Oral performance
• Fluency
• Rate
• Volume
• Emphasis
• Gesture
• Expressiveness
D. Poetry anthology
E. Storyboard
F. Video montage

Literacy Skills
• Reading and analyzing poetry
• Giving an oral performance of a poem
• Creating a video montage of poems

21st-Century Skills
• Critical thinking
• Collaboration
• Communication

Major Products
A. Individual Products
1. Illustration to accompany selected social justice poem
2. Oral performance of selected social justice poem
3. Response poem or social justice poem inspired by mentor text

B. Team/Whole Class Products

1. Social justice poetry video montage

C. Making It Public
1. Public exhibition of social justice poetry video montage and response poems
Considerations
Consider Your Students
1. What social justice issues are your students passionate about? How will you leverage this
project to empower students to make a difference in addressing those concerns?
2. What is the range of literacy skills in your classroom? How will you group students and match
them with texts so that all students have the appropriate balance of challenge and support?
3. What skills (e.g., technology, artistic, communication, research) are students bringing into this
project? How will you use your knowledge of student skills and expertise to create equitable
groups that build on students’ strengths and challenge them in new ways?
4. How will you scaffold and support this process for students in your class who are English
language learners, who have speech/language delays, or who are nervous about creating an
audio recording? What safe opportunities for low-stakes practice and feedback can you build
into the process?
5. What models and examples of social justice poetry can you provide to ensure that all students
see their backgrounds reflected in the mentor texts?
6. Are there multiple language skills or cultural backgrounds in your class? If so, are there
opportunities for students to leverage these skills as they work with social justice poetry?

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Consider the Context
1. How might you connect (either locally or virtually) with poets who might be able to share their
expertise with students?
2. What technology/media tools do your students already know how to use that could be helpful
in the project?
3. What technology tools and resources will students need in order to create their videos? How
will you access these?
4. Where in your community (e.g., community or cultural center, library, literary organization,
museum, college or university) might serve as a public site for the social justice poetry video
montage exhibit?
5. Who in your community (beyond students and their families) might serve as a public audience
for this project?

Consider the Content & Skills

1. What literary analysis and video creation skills do you want to explicitly teach during the course
of this project? How can you leverage workshop teaching and other practices to scaffold and
assess these skills?
2. How will you intentionally incorporate critique and revision processes throughout this project?
3. If you are asking students to use new technology tools to produce their final products, how will
you support them in learning these tools?
4. What specific collaboration or communication skills might you want to teach and assess
through this project? How will you scaffold these skills?
5. How will you help students stay accountable to time and to the task at hand and help them
self-manage throughout the course of the project?

Project Milestones
Milestone 1: How can we use poetry to advocate for social justice?
Students generate questions about social justice poetry and begin to identify social justice issues
they care about.
Estimated Duration: 1–2 days
Assessment(s): Need-to-know questions (whole group)
Key Student Question: How can we use poetry to advocate for social justice?

Activities
Activity Title Description

Partner with a local library, literary organization, peace and justice center, or nonprofit
As an entry
organization in the community. Arrange for a representative from that organization to
event, take
meet with students and invite them to create an exhibition of social justice poetry that
students on a
will include video montage anthologies of social justice poetry as well as the students’
field trip to the
own original poems inspired by those collections. Provide the representative with
location for the
details about your project expectations in advance so that their request will match the
exhibition.
project information sheet.
Another option is to have the organization’s representative visit your class as a guest
speaker, either in person or via video conference. If they are not available during your
class times, ask the representative to make a short video introducing the project. See
this strategy guide for advice on Working With Outside Experts.

Engage students Option 1: Invite local poets to visit the class or connect with poets online and ask them
in learning about to join via video conference. Ask the poets to perform some of their poetry and speak
social justice with students about why and how they write poems about social justice issues.
poetry through Option 2: Have students watch excerpts from a documentary video to learn about the
examples. role of protest poetry in history:
• To connect with US history, the documentary “And Still I Rise” is about Maya Angelou
and the Civil Rights movement.
• For connections with world history, “Amandla! A Revolution in Four-Part Harmony” is
about the role of protest poetry as part of the anti-apartheid movement in South Africa.

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Review Discuss the expectations for the final product.
the project Capture students’ need-to-know questions about the topic and the project.
information Ask questions such as these to prompt student thinking about what they know and
sheet, the rubric, need to know:
and the driving • As you review the project information sheet and project rubric, what questions come
question. to mind?
• What do you already know about social justice issues you could address through
poetry?
• What do you already know how to do that will help you in this project?
• What else do you need to know or learn how to do in order to successfully complete
this project?
• What new knowledge or skills will you need to be able to create a social justice poetry
exhibition?
• What additional questions do you have about the project expectations?
• What support or resources do you think you’ll need in order to successfully complete
this project?
Authentic student curiosity should drive this process, but you may need to provide
prompting and support to help students arrive at questions such as those listed here:
• What is social justice?
• What social justice issues will we address in our exhibit?
• How will we find social justice poems for our videos?
• How will we select or create compelling images that complement and enhance the
message of our social justice poems?
• How can we effectively perform our selected poems with fluency and expressiveness
so that it has an impact on the audience?
• How can we bring our social justice poems together into a cohesive and effective
video montage of social justice poetry?
• How might we use narration, oral readings, images, and music to tie our selected
social justice poems together into a video montage?
• How can we write our own poems about social justice issues?
• How can we collaborate as a class to create a successful exhibition of social justice
poetry?

As a formative
assessment,
have students
Ask students to complete an exit ticket in which they respond to the question: What
reflect on the
social justice or human rights issue is of the greatest concern to you, and why?
social justice
issues they most
care about.

Notes
Support student reflection throughout this milestone with prompts such as the following. For more
information about structuring reflection in PBL, see the Reflection strategy guide:
• What have you learned during the project launch?
• What aspects of this project are most interesting to you?
• What aspects of this project do you anticipate may be the most challenging for you?
• What are your initial thoughts about how we can use poetry to promote social justice in our
community?
• Review your need-to-know questions. Which seem most important or most pressing to you?
Why?
• How could you learn what you need to know? How could you find answers to your questions?
• How do you think you will feel after completing this project and sharing your videos with an
audience?

A sample editable project information sheet and rubric have been provided. Before sharing these
documents with students, customize them to align with the standards/grade levels you teach, the
resources you plan to use, and the pathway you plan to take through the project.
You may want to scaffold the need-to-know question development process with the Question
Formulation Technique. For additional resources to help you implement this technique, see these
resources:
• Right Question Institute: Resources for Teaching + Learning (scroll down for resources)
• “The Right Questions” Educational Leadership article by Dan Rothstein and Luz Santana

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 • Using the QFT to Drive Inquiry in Project-Based Learning by Drew Perkins on TeachThought
Consider having students use a learning log to keep track of their questions and answers throughout
the project. Explain that they can begin by recording their need-to-know questions.
Create a project wall to help visually scaffold this project and promote student self-management.
Use a word wall section to track key vocabulary students learn throughout the project.

Milestone 2: How can we combine social justice poems into a cohesive video montage?
Students work together in teams to create social justice poetry video montages.
Estimated Duration: 4–5 days
Assessment(s): Storyboard (team) and Video montage of social justice poetry (team)
Key Student Question: How can we combine our selected social justice poems into a cohesive
video montage?

Activities

Activity Title Description

Organize
Based on student suggestions in their exit tickets as well as your knowledge of students,
students into
create teams of four students per team. Be sure all four student-selected poems have
project teams.
enough affinity with one another that students will be able to bring them together into
a cohesive video.
See this strategy guide for guidance on forming teams. Consider leading students in a
team-building activity and norm-setting process to help them develop a collaborative
culture and open up communication on their teams.
Facilitate teams as they work together to develop a shared set of norms and create a
team contract. Help students determine the appropriate roles for the project and which
team member will fill each role.

Facilitate a peer Remind students about the expectations for giving warm and cool feedback that
critique and is specific, helpful, and kind. Demonstrate warm and cool feedback appropriate for
revision of the critiquing an image meant to accompany a poem, and provide students with sentence
illustrations that frames as needed.
accompany each Have each team member present the image they have created/chosen to enhance the
poem. meaning of their selected poem to their teammates. Guide students to reflect on the
peer feedback they receive from their peers and give them the opportunity to revise
their images.

Guide teams as Show example storyboards and model for students how to use the storyboarding
they storyboard process to map out their videos. Provide students with a choice of storyboarding tools
their video and templates or have them make their own.
montages. Give students structured work time with a balance of flexibility and accountability to
help ensure that students are fully engaged in meaningful and productive learning
experiences throughout the work time.
Support students as they collaborate in teams to develop ideas for their videos and create
a storyboard for their video montages. Remind students that they should incorporate
the images they’ve already chosen/created to accompany their selected poems and
that they will be including an audio or video recording of themselves performing their
poems as part of the video.
Confer with teams during work time to support them in determining how to bring their
social justice poems together into a cohesive and effective video montage. Coach
students to think about how they will use narration, oral readings, images, and music to
tie their selected social justice poems together into a unified video.
Have students refer to the project rubric as they self-assess their storyboards during
the drafting process.
Facilitate a
critique process Once teams have drafted their storyboards, pair teams up to present their storyboards
for sharing peer to one another and provide peer critique, giving warm and cool feedback.
feedback on Optional: Reorganize students into mixed-team groups so that each member of the
each other’s team has the opportunity to individually present the storyboard and receive feedback
storyboards. from three other peers. Then, when students return to their teams, have them share and
compare the feedback received from 12 different classmates.

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 Support Guide students to reflect on the feedback they received from their peers and collaborate
teams as they in teams to revise their storyboards.
finalize their Have students reflect on the process by answering the following question on an exit
storyboards. ticket:
• What have you discovered about the creation of your social justice poetry video
montage through the process of creating a storyboard?
• What element of your planned video are you the most excited about?
• What aspect of your planned video do you anticipate will be the most challenging and
how might you overcome that challenge?
Facilitate teams Support students as they individually audio or video record themselves performing their
as they work selected poem for inclusion in the team video. Encourage students to self-assess using
together in relevant indicators from the PBLWorks 9–12 Presentation Rubric as they rehearse and
teams to create prepare to record. Have students practice in pairs or small groups and give/receive peer
their video feedback as they make their final preparations.
montages. If possible, bring the poets who participated in the entry event back into the classroom
(in person or through video conferencing) to give feedback and coaching to students on
their performances. Remind students to reflect on the feedback they receive and adjust
their annotations accordingly.
Once all the audio, visual, and video elements have been created/selected, support
teams in editing together their final video montages.
Ask students to complete an exit ticket reflecting on what they’ve learned in this
milestone by answering questions such as those listed in the “Notes.”
Revisit the list
of need-to-know Identify questions that have been answered, as well as new questions that have
questions with emerged.
students.

REFERENCES
Bonnie Lathram Bob Lenz Tom Vander Ark
Lathram, B, et. al. (August 2016) PREPARING STUDENTS FOR A PROJECT-BASED WORLD. Retrieved from
https://www.gettingsmart.com/wp-content/uploads/2016/08/Preparing-Students-for-a-ProjectBasedWorld-
FINAL.pdf
https://my.pblworks.org/system/files/2019-01/PBLworks-Bridging-the-Gap.pdf
http://www.envisionprojects.org/pub/env_p/78.html

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 SYNTHESIZING
YOUR KNOWLEDGE

ACTIVITY 12

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Draft a Project-based Learning Plan to be used for your teaching demonstration. Go back to Activity
3 of Unit 1 and choose the K to 12 English learning competencies in the grade level of your choice as basis of
your PBL plan. Rubric for learning plan shall be provided through the Learning Group.

ACTIVITY 13

Name: ___________________________________________________ Score: _______________

Course/Year Level/Section: _______________________________ Date: ________________

Directions: Prepare for a demonstration teaching. Mechanics shall be provided accordingly. Rubric for
demonstration teaching shall be provided through the Learning Group.

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