Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills

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.

What to Consider When Writing a Lesson Plan

(https://tinyurl.com/yyfmnlak)
Three steps to consider when writing a good Lesson Plan: students, content, and learning materials
that are readily available. Please take note that the infusion of technology is vital and crucial in
attaining the learners’ needs of 21st-century learning.

Step One: Know your students

✓ Backgrounds
✓ Ability and interest levels
✓ Attention spans
✓ Ability to work together in groups
✓ Prior knowledge and learning experiences
✓ Special needs or accommodations
✓ learning preferences

Step Two: Know the content

✓ Subject matter. Research the content that you will be teaching.
✓ Curriculum Standards. Determine the standards where your subject area is anchored.
✓ Curriculum Guides. Check and use national curriculum guides as your main control to teach the
content or subject matter.

Step Three: Know the learning materials

✓ Technology
✓ Software
✓ Grading Rubrics
✓ Audio/visuals
✓ Teacher mentors
✓ Community and guest resources
✓ Equipment, manipulatives and activity packets
 ✓ Library resources
✓ Any materials that can assist you in teaching.

A Good Lesson Plan

A lesson plan is usually prepared by the teacher who conducts a lesson for students to make sure
a lesson meets its objectives and learning takes place effectively (https://tinyurl.com/y2vqp5tq). It is
the blueprint of the teaching and learning process where a class is scientifically and artfully given. A
sound lesson plan requires a holistic way of understanding depending on the types and models where
the teacher does the lesson and environment of instruction.
A good teacher must have a better foundation and understanding of how to construct the learning
plan anchored to various learning models. Hereunder are 3 Lesson Plan Models:
1. Gagne’s Nine Events of Instruction. Gagne’s Nine Events of Instruction model help educators
and instructional designers craft their learning plans. This model provides a framework as a
systematic teaching and learning process. Each step addresses a form of communication and
when the learning information or skills are acquired, learners are more essentially engage in
the learning process and retain the learned topics (The Peak Performance Center, 2020).

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

Lesson 1: Nature of Problem-based and Project-Based Approaches

Intended Learning Outcomes:
✓ Differentiate project-based and problem-based learning approaches;
✓ Analyze cases that feature problem-based and project-based learning approaches; and
✓ Draft a collaborative activity using a problem-based and project-based framework.
Introduction
Welcome to Lesson 1 of Module 2. This lesson will help you understand the nature of Problem-based
and Project-Based Approaches. You will be analyzing cases that feature Problem-based and Project-
Based approaches in your area of specialization and draft a collaborative activity using a problem-
based and project-based framework. Do your best!
Learning from Experience
Some teachers find it difficult to understand Problem-based and Project-based learning because
they didn’t realized that they should first explore Experiential Learning. Experiential learning is
commonly misused and misunderstood by some. Here are some MYTHS about experiential learning:
1) “Experiential learning gives faculty a break”. Basically, the students are teaching themselves” –
the teacher carefully plan and facilitate learning by preparing learner-centered and integrative activities
which can allow the learner to seek out skills in working with problems independently.
2) “Experiential learning involves only experiences”. – Experience without critical reflection does
not integrate knowledge or facilitate new understanding. Students must be allowed to determine what
they could apply to new situations from their experience.
3) “Experiential learning must happen outside the classroom”. - Role-playing, games, and
simulations are some examples of opportunities for students to integrate knowledge, develop new
skills, and learn more about themselves which can happen inside the classroom.
Experiential learning is a blend of both actual experiences and directed learning to allow the
student to attain new concepts and values.
Characteristics of Experiential Learning
These are the characteristics of experiential learning from Wurdinger and Carlson (2010)
• hands-on learning
• problem-solving process
• real-world problems
• learners interaction with each other and the subject matter
• concrete experiences
It’s NOT experiential if:
• students don’t solve problems.
• student learning outcomes are not clearly defined
• there is no interaction with other students.
• there is no concrete experience.
 • there is no guided reflection built-in.
Problem – based and Project-based Learning
Both problem-based learning and project-based learning are forms of experiential learning.
Problem-Based Learning (PBL) use real-world problems to promote student learning of concepts
and principles instead of direct presentation of facts and concepts (Duch et al, 2001). On the other
hand, Project-Based Learning is a comprehensive instructional approach to engage students in
investigation. The learning activities are organized around a question which is both authentic and
meaningful. (Blumenfeld et al. 1991).
While Project-Based Learning and Problem-Based Learning are usually interchanged, they are
two different approaches to learning. In Project-Based Learning, students have control of the work
or project which may or may not address a specific problem. In Problem-Based Learning, a selected
problem is specified by the teacher. Students work individually or in teams overtime to develop
solutions to this problem.
Problem-based and Project-Based approaches can be used in various learning opportunities. It
is vital that as teachers we should know when to use it. Below are some examples of cases where
Problem-based and Project-based learning are used.
Examples of Problem-based Learning Activities
1) Show a video clip where an athlete gets injured and ask questions related to the force, direction,
what ligaments would be involved.
2) Use simple objects to create levers; present various problem using common objects; give students
a scenario where a huge equipment shall be transferred from one room to another with only one friend
to help…how can you do this?
Examples of Project-based Learning Activities
1) Shrinking potato chip bags in the microwave. Hands-on activities are used to learn about
polymers by using a number of their simple objects, like shoes and sporting equipment. As an activity,
they can put a wrapper from their favorite chips or candy bar into the microwave to learn how heat
return to their natural state.
2) Design app. Ask students to create their own App to address a given phenomenon like global
warming, depletion of natural resources, transportation and etc.
Project-Based Learning VS Problem Based Learning

Project-Based Problem-Based

Often Multidisciplinary Normally Single Subject

Often Long Projects

Often short term projects
Open-ended "Product" might only be a
Includes the creation Authentic proposed solution or
of Product or
Build 4’C’s presentation of findings
Performance
Independent
Normally based on real- often uses case studies,
Inquiry
world tasks and settings scenarios, “messy”
problems
Lesson 2: Theories on Problem-based/Project-based Learning
Intended Learning Outcomes:
✓ Present theories relative to problem-based and project-based learning; and
✓ Draw out the implications of the theories to writing problem-based and project-based learning
plan.
Introduction
In the previous lesson, you were able to differentiate problem-based and project-based learning
approaches. In this lesson, you will investigate learning theories relative to problem-based and
project-based learning and draw out the implications of the theories to writing problem-based and
project-based learning plan. Good luck!
Review on some Learning Theories
A Learning theory aims to describe how an individual absorbs, retains, and process
information during learning. First, let's try to recall some learning theories in the context of Problem-
based and Project-based learning. There are multiple theories of learning that guides educators in
planning, implementing, and assessing learning, but in this lesson, we will only include the basic types
of learning theories.
1. Behaviorism – in this learning theory, learning is viewed as a response to external stimuli.
Imagine doing a task for your most unlike subject, you were not thrilled to hear the instructions
of your teacher. It all changes when your teacher announces the possible rewards and
consequences you may get for the task. In behaviorism positive and negative reinforcement act
as tools of learning and behavior modification, it also includes the use of punishment and
reward system.

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.

Experiential Learning Theory

 David Kolb is an American psychologist and educational theorist who earned his Ph.D. in
Social Psychology from Harvard University. He is best known for his contributions to Experiential
learning theory, Kolb's Learning Styles, and learning style inventory.
His work on experiential learning tries to explain learning as a process where knowledge
becomes a product of various combinations of grasping and transforming experiences.
Experiential Learning theory emphasizes that concrete experience provides information that
serves as a basis for reflection. From these reflections, we assimilate knowledge and form abstract
concepts.
Kolb identifies two different ways of grasping experience:
1) Concrete Experience;
2) Abstract Conceptualization.

He also identified two ways of transforming experience:

1) Reflective Observation;
2) Active Experimentation.

The Experiential Learning Cycle

Kolb's experiential learning style theory is like a baseball field where the learner 'touches all
the bases'.

Experiential Learning Cycle. (2020). [Illustration]. https://www.simplypsychology.org/learning-

kolb.jpg?ezimgfmt=rs:402x308/rscb20/ng:webp/ngcb20

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.

Lesson 3: Technology-based Tools that can be used for Problem-based/Project-based Learning

Intended Learning Outcomes:
✓ Identify technology-based tools that can be used for problem-based and project-based
learning; and
✓ Evaluate the appropriateness of the technology-based tools used in problem-based and
project-based learning.
Introduction
You’ve come a long way in understanding problem-based and project-based learning and the theories
relative to it. Now let’s explore some Technology-based Tools that can be used for Problem-
based/Project-based Learning. Let’s start!
Technology Tools for Problem-based and Project-based Learning
For Problem-based and Project-based learning to be successful, there should be a focus on the
use of technology together with appropriate methods and strategies to reach maximum learning. To
allow the attainment of lesson objectives, your technology tools/platform should be properly
implemented. It is a known fact that both teachers and students struggle in utilizing technology tools
for Problem-based and Project-based Learning. Here, we will explore some tools that may help us in
implementing Problem-based and Project-based learning in the future.

Considerations and applications for technology in PBL

Technology plays a significant role in supporting learning in PBL. Below are some
characteristics of Problem-based and Project-based learning in the 21st Century teaching, learning and
learning environment, and how technology can be best utilized.
1. Learner-centered – the abilities and processes of the learner are the utmost priority of PBL.
Educators must put in mind that the knowledge, skills, and attitude of the learners should
always be considered. Strategies must also revolve on students' prior knowledge, motivation,
interests, and skill-level in a PBL environment. Teachers could use tools like online surveys,
 polls, and collaborative online workspaces to assist them in checking student progress and to
better understand the learners.

2. Collaborative – a well-selected technology tool should promote a community of learners that

encourages productivity. Collaboration helps in engaging learners and develops positive well-
being. Technology tools should help in producing new knowledge by exploring real-world
problems or cases. Access to external resources and resource persons is now easier with the
emergence and re-conceptualization of online systems that support collaboration between
teachers and 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.

Choosing appropriate Tool in your area of Specialization

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

Lesson 4: Model of Constructive Alignment in Writing a Problem-based and Project-based

Learning Plan
Intended Learning Outcomes:
✓ Create a model of constructive alignment in writing a problem-based and project-based
learning plan; and
✓ Explain the rationale behind the model of constructive alignment in writing a problem-based
and project-based learning plan.
Introduction
You are getting closer to developing Problem-based and Project-based Instructional Plans. I know
that you are excited but this time let us try to create a model of constructive alignment in writing a
problem-based and project-based learning plan and explain its rationale. Almost there! Keep it up!
What is Constructive Alignment?

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.

Bigg’s Model of Constructive Alignment

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.

Figure 1: Model of an Aligned Curriculum

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.

Constructive alignment is like criterion-referenced assessment which aligns assessment to the

objectives, but there is more to that, CA is (a) not taking so much about the matching of the objectives
to assessment but in expressing the objectives in terms of intended learning outcomes (ILOs), that will
later define the assessment task; and (b) it aligns the teaching methods, to the intended outcomes as
well as the assessment tasks.

Constructive Alignment in PBL

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:

Phase 1: Problem Restatement and Identification

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.