Educ-153-Group-2-and-3
Educ-153-Group-2-and-3
Lesson 5 : Revisiting of Learning Plans: Integration of 21st century skills and ICTs
Intended Learning Outcomes:
✓ Enhance the learning plans to develop 21st century skills through ICT integration
Introduction
Finally, you are now at the last lesson of Module 1! This lesson brings you to the groundwork
of teaching as you can scrutinize and further check the learning plans for continuous quality
improvement. It is expected from you that you can spot the lacking or align articulately the learning
plans to 21st-century skills and integrate appropriately the needs of today’s digital tools for learning.
Learning Plan is a complete, convertible, short-term plan for instruction and assessment.
Teachers today need to apply differentiated instruction articulately and vertically aligned to learning
outcomes. The learning plan does that by building students’ reading, listening, speaking, and writing
skills (Wicht, 2015). In the Philippine setting, the lesson plan is widely used by the Department of
Education, a basic education system from K to 12 curriculum.
https://tinyurl.com/y3zg6zyz
2. The Madeline Hunter Model of Mastery Learning. Hunter found out that no matter what the
teacher’s style, grade level, subject matter, or economic background of the students a properly
taught lesson contained eight elements: Anticipatory Set; Objective and Purpose; Input;
Modeling; Checking for Understanding; Guided Practice; Independent Practice; and, Closure
that enhanced and maximized learning (https://tinyurl.com/y5z8zxla ).
3. 5Es Model. This model was developed by the Biological Sciences Curriculum Study (1987)
that promotes collaborative and active learning in which students work together to solve
problems and investigate new concepts by asking questions, observing, analyzing, and drawing
conclusions. The five phases of the 5Es Model are to Engage, Explore, Explain, Elaborate, and
Evaluate (Lesley University, 2020).
Types of Lesson Plan
1. 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 topic (Llego, 2015).
2. Semi-detailed Lesson Plan is less intricate than the detailed lesson plan. It is having a general
game plan of what you wanted to cover for that subject on that day (Piñera, 2013).
3. Brief. This lesson plan covers only the outline of the subject.
4. Understanding by Design (UbD™ framework) offers a planning process and structure to
guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1)
focus on teaching and assessing for understanding and learning transfer, and 2) design
curriculum “backward” from those ends (McTighe & Wiggins 2012).
A typical DLP contains the following parts: Objectives, Contents, Procedures, Evaluation, and
Assignment. Remarks and Reflection are newly added as part of today’s DLP.
▪ Objectives have three learning domains as Cognitive, Affective, and Psychomotor. In creating
these domain objectives, a teacher must consider employing the SMARTEST (Specific,
Measurable, Attainable, Reliable, Time-bounded, Evaluative, Reflective, Transformative)
indicators in order to determine your target lesson.
▪ Contents or the subject matters include the topic/lesson, references like textbooks from library
and internet websites, and learning materials such as technology, equipment, manipulatives,
and other instructional aids.
▪ The Procedure is the body of the lesson plan in which the method and learning activities are
inscribed. In DLP, this includes the preliminary activities (prayer, checking attendance, review
from the previous lesson), motivation or learning developmental activities, presentation,
discussion, application, and generalization of the topic. Conversations of the teacher and
learners are written in a manner of questions and answers activities while in a semi-detailed
lesson plan has only contained the procedures and steps to be used in the lesson proper.
▪ Evaluation. This provides you the formative test like taking a 10-item quiz, group
presentations with rubrics, practical activities, and many others. The evaluation may vary from
lesson to different lessons.
▪ The Assignment is also known as homework. This part of the lesson plan is given as
reinforcement learning activity at home due to the shortchange of attaining the learning
objectives. If the lesson objectives are met, the Agreement is given in a form of research and
advance activity for the next lesson. Take note that giving assignment is optional in all grade
levels and follows strictly the DepEd Memorandum No. 329, series of 2010, hence, it is
expected that the delivery of the lesson is appropriately covered.
▪ Remarks is a newly added part of the DLP in which teachers shall document specific instances
that result in a continuation of lessons to the following day in case of reteaching, insufficient
time, and transfer of lessons to the following day due to class suspension and other force
majeure activities (Bakakeng National High School, 2017).
Reflection is another newly added part of the DLP in which teachers are encouraged to write
briefly the parts that are weak and share the strengths which are successfully implemented. This part
also covers the learners who excel and those who need help (Bakakeng National High School, 2017).
Developing Problem-based and Project-based Instructional Plans
Project-Based Problem-Based
2. Constructivism – in this learning theory, the learners are seen as the one responsible for their
learning. They use what they previously learned from their past experiences and use them to
construct their meaning. For example, you want your learners to create a video presentation
about current political issues in our country. You need first to provide opportunities for them
to utilize their knowledge about politics through discussion and by asking questions.
3. Cognitivism - in this learning theory there are an emphasis on facts and recall of knowledge.
If you are going to ask your students to create a project or to solve a problem, you need to give
time and allow them to gather knowledge and facts that they need. Imagine being asked to cook
a meal without knowing its ingredients. Discussions and explanations are still needed in using
problem-based and project-based approaches.
The following are only a few of the multiple theories of learning that guide educators in the
teaching and learning process. There is no such single learning theory that could explain how learning
takes place. Now let's try to understand better Problem-based and Project-based learning by digging
deeper into learning theories that support experiential learning.
In this theory, learning occurs if there is a mutually supportive process that integrates all the
stages. The learner could enter the cycle at any stage and then follow its sequence logically. It is
assumed that learning only takes place when the learner successfully executes all stages.
For example, let's imagine that you ask your students to learn how to use a microscope.
✓ Some students might choose to start learning by observing the teacher or a classmate as they
use the microscope and then reflect from it.
✓ Another student might prefer to read and analyze a book or manual on how to use a microscope.
✓ Yet another student might decide to just try and explore how to use the microscope directly.
Diversity in the classroom plays a vital role, the preferences of our students is important. Some
may prefer to be "watchers" who benefit from reflective observation while others may want to be
"doers" and are more probably be involved in active experimentations and as a teacher, we must
recognize the needs of our learners.
3. Real-life applications - “Learning is stronger when it matters” (Brown et al., 2014, p.11).
Authentic learning environments are created when students are capable of making connections
between new material and the real-world. With communication tools like Facebook messenger
are used to connect via video chat across the world and other tools such as virtual reality,
online forums, blogs, and discussions learners should apply new skills and build a sense of
community.
4. Engages critical thinking – Students are encouraged to explore a subject beyond limits of a
given material in Virtual Environments and with this students become self-reliant. There is an
influx of information available thus questions that allow students to investigate rather than
completing a simple search are required. Specific technological tools could be used to close
gaps in the problem-solving process.
Even with the range of technological tools available, it is still challenging for educators to
identify exactly which tools best promote PBL. Here are some questions that we can use in selecting
the appropriate tool for PBL:
1. Does the tool encourage a learner-centered environment?
2. Will the tool allow for collaboration among students?
3. Does the tool promote real-world applications?
4. Can the tool be used to facilitate investigation, problem-solving and inquire
As a teacher, it is our role to ensure to we achieve the desired learning outcomes by creating a
learning environment that supports the learning activities. Constructive Alignment is the coherence
between assessment, teaching strategies, and intended learning outcomes in an educational program.
(McMahon & Thakore 2006). We want our learners' to construct their learning through relevant
learning activities. We do our best to make sure that that there is proper alignment in all components
in the teaching system, which includes the curriculum and its intended outcomes, the teaching methods
used, and the assessment tasks.
John Biggs is an Australian educational psychologist and novelist who obtained his Ph.D. from
the University of London. He held Chairs and has been employed in various positions across different
countries. He developed the model of constructive alignment for designing teaching and assessment.
Biggs suggests that it is important that activities should be designed to enable students to learn
how to demonstrate achievement at the highest level as described by the outcomes; therefore learning
activities are designed before the assessment. He also emphasized that “students tend to learn what
they think they will be tested on”, then it is important that the assessment regime needs to be presented
before the teaching and learning activities, and teachers should be focusing on the verbs within the
outcomes that express "the very best understanding that could reasonably be expected"
Figure 2. Differential levels of achievement (2010)
He added that surface learning is a result of a poorly aligned system where the test does not
reflect the objectives. Students will always predict the assessment task and then learn what they thought
will meet those requirements and there is no problem as long as those assessment requirements reflect
the curriculum.
In the previous lessons, we learned that both Problem-based and Project-based learning are
creating opportunities for students to construct knowledge through effective interactions and
collaborative inquiry and not only infusing problems into the class. In ensuring that there’s constructive
alignment in Problem/Project-based learning, the Cooperative Problem-Based Learning (CPBL)
Model proposed three (3) phases as follows:
This phase aims to prevent students from jumping into conclusions by training them to think and
focus when faced with a problem. With this, the students are guided in understanding and analyzing
the problem, defining the existing knowledge as well as the gap. This is usually done by asking students
to restate and identify the problem to check their understanding before coming to class. This will allow
instructors to define a problem, as required in constructive alignment as well as assess students’ ability
to understand.
Phase 2: Peer Teaching, Synthesis, and Solution Formulation
Phase 2 elaborates on the essence of self-directed learning where students search and acquire
new knowledge driven by the need to use or apply the knowledge. This aims to train students to fill in
the gap in their knowledge that they have identified in Phase 1 before trying to find a solution to the
problem. After this phase, the learners are expected to develop self-directed learning skills to fill their
knowledge gaps, synthesize, and apply them to formulate the solution.
Phase 3: Generalization, Closure, and Internalization
Finally, at this phase, the learners are expected to critically determine the best solution for the
problem and use metacognitive skills to internalize and generalize the concepts and skills learned. This
will allow learners to invoke critical evaluation of solutions, develop metacognitive abilities in
reflecting and improving themselves and summarize as well as connection concepts.
Constructive Alignment in Problem/Project-based learning plans is vital in ensuring that the
learners are getting the appropriate learning experiences before they are being assessed, and to ensure
that assessments are done reflect the curriculum.
Lesson 5: Writing a Problem-based learning Plan Citing Issues within the Subject Area
Intended Learning Outcomes:
✓ Analyze sample learning plans for the possible integration of PBL.
✓ Create a learning plan using a problem-based and project-based approach with the integration
of ICT.
Introduction
You are now in the last part of this module. You have now a clear understanding of Problem-based
and Project-based Learning. This time you are expected to write a Problem-based learning Plan Citing
Issues in your area of specialization. Do your best!
The Problem-Centered Design
Problem-based and Project-based learning (PBL) is both an approach and a teaching method to
the curriculum. It draws on the needs, interests, abilities, and social problems of learners and cut across
subject boundaries. It challenges students by carefully designing problems that allow them to use
problem-solving techniques, self-directed learning strategies, team participation skills, and
disciplinary knowledge. There are two major problem-centered curriculum designs.
1. Life-Situations Design - in these designs students are allowed to see directly the relevance of
what they are studying. The content is organized around persistent life situations to encourage
students to become directly involved in the improvement of the community.
2. Core Problem Design - The problems are based on common human activities and it typically
centers on general education. The Core design includes common needs, problems, concerns,
of the learners as its focus.
Steps in Designing, Implementing and Assessing PBL
Twenty-first-century skills require the use of instructional approaches that let students to apply
content, own their learning, utilize technology efficiently, and work with others. Here are the steps in
Problem/Project-Based Learning:
Step 1: Identify Outcomes/Assessments. First, you need to determine if your course has learning
outcomes that suit with PBL, then develop formative and summative assessments to measure
student learning. PBL fits best with process-oriented course outcomes such as research and
problem solving which requires collaboration.
Step 2: Design the Scenario. Next, think of a real, complex issue related to your course content
you design, a scenario with an embedded problem that will emerge through student
brainstorming. It’s usually easy to identify lots of problems in our fields; the secret is writing
a scenario for our students that will encourage different types of thinking, discussion, research,
and learning. Remember that scenarios should be motivating, interesting, and generate good
discussion and should take place to meet the learning outcomes.
Step 3: Introduce PBL. Some students are new to PBL; you could always start with easier
scenarios like the long line in the canteen. With this, students could familiarize themselves with
the process. You can also allow groups to have their way of dealing with problems and share
them with the class.
Step 4: Research. PBL research begins with small-group discussions where students define
the problem and determine their background knowledge, what topics to research, and where
they need to look to find data. The problem should be written as a statement or research
question. Students should assign roles and responsibilities and develop an initial hypothesis to
“test” as they research a solution. Remember: research questions and hypotheses can change.
Step 5: Product Performance. The students create products and presentations which will
synthesize their research, solutions, and learning. The format of the summative assessment is
completely up to you. Students find resources to develop background knowledge that informs
their understanding and then they collaboratively present their findings.
Step 6: Assessment. The groups’ products and performances are evaluated in this step. The
use of rubrics and reflections to determine whether students have met the outcomes and to
decide whether all group members participated meaningfully is advised.
Although we presented PBL as a step, it functions cyclically. This type of process-oriented, self-directed,
and collaborative pedagogical strategy can help students succeed.