Designing Online Lessons and

Assessment
Carlo Magno, PhD.
Advance Organizer
⚫Stages in developing a module
⚫Module Format
True or False
⚫1. Presenting the slides (ppt) during a
synchronous learning maximizes the learning
time.
⚫2. Learners need to listen to the teacher
lecture for 3 hours in synchronous learning.
⚫3. Performance-based assessment (cooking
and dancing) can be done in an online
learning.
⚫4. Results of summative assessment needs to
be collected for the grades.
True or False
⚫5. The contents of the book is scanned and would
suffice as the online lesson.
⚫6. Online lessons can be either be synchronous
and asynchronous
⚫7. Parents need to monitor the study habits of
their child
⚫8. Summative assessment needs to be prepared
for every learning competency
⚫9. Learners can study the online modules at their
own pace
⚫10. Science experiments can be conducted
online.
 Model
Online Delivery

Q1 Q3
•Technology integration •Technology integration

CLAD-Asia
•Blended learning •Blended learning
•Teacher facilitates •Parent/tutor facilitates
•Teacher is physically present •Teacher is present online

Face to face Distance/Remote

Q2 Q4
•Printed/downloaded modules •Printed/downloaded modules
•Usual teaching and learning •Varied teaching and learning
•Teacher facilitates •Parent/tutor facilitates
•Teacher is physically present •Teacher visits to check progress

Off-line Delivery
Basic Concepts
⚫What model/curriculum is followed in the
Philippines to teach courses?
⚫What do we need to assess in the courses?
⚫According to the CHED guidelines what
teaching approach is recommended given
the curriculum model we follow?
Stages in developing an online
lesson
⚫The development of an online module
involves three steps:

⚫Step 1: Course Mapping

⚫Step 2: Module Mapping
⚫Step 3: Module Development
Step 1: Course Mapping
⚫Answers three questions:
 
⚫What are my course outcomes?
⚫What contents will I provide given my
course outcomes?
⚫What culminating activity will my
students work on to demonstrate the
course outcome?
 Step 1: Course Mapping
Course Outcome Contents Requirements/Assessme
nt
CO1: Design a syllabus ∙ How to make a Performance-based
for a subject in K to 12 syllabus? assessment: Students will
∙ Parts of the syllabus make a syllabus where
∙ What to put in each the targets are based on
part of the syllabus? the K to 12 curriculum
∙ What is the use of a guide.
syllabus? ∙ Learners need to
∙ Using the K to 12 follow the format
curriculum guide provided
∙ The learning activities
and assessment are
aligned on the
learning
competencies.
 Step 1: Course Mapping
CO2: Make a learner- ∙ Learner-centered Performance-based
centered lesson plan for a principles assessment: Students will
selected list of objectives ∙ How to make a lesson make a lesson plan for a
in the syllabus plan? selected learning
∙ What are the parts of competencies from the
a lesson plan? curriculum guide.
∙ Indicators of a good ∙ The learning activities
lesson plan need to follow the LC
∙ Consistency of the principles
lesson plan and ∙ The format provided
syllabus was followed
∙ The learning
experience and
assessment are
anchored on the
learning
competencies stated.
 Step 1: Course Mapping
CO3: Evaluate the ∙ Indicators of an Performance-task:
effectiveness of the effective instructional Students will evaluate the
instructional design design instructional design they
∙ Methods in made using one model of
conducting an evaluation.
evaluation ∙ Data is gathered at
∙ Tools used for each level of the
conducting evaluation evaluation model
∙ A report is submitted
on the evaluation
conducted
∙ Recommendations are
provided to improve
the instructional
design.
Step 2: Module Mapping
⚫Answers three questions:

⚫What online modules will be placed for

the course outcome?
⚫How many modules are needed for each
course outcome?
⚫How long will each module
accomplished?
 Step 2: Module Mapping

Course Outcome Contents Requirements/Assessment Module Time

Frame
(total
of 9
weeks)
CO1: Design a ∙ How to make Performance-based Module 1:
syllabus for a a syllabus? assessment: Students will Making the
subject in K to ∙ Parts of the make a syllabus syllabus, parts,
12 syllabus and function
∙ What to put in Module 2:
each part of Understanding
the syllabus? the K to 12
∙ What is the curriculum
use of a
syllabus?
∙ Using the K to
12 curriculum
guide
 Step 2: Module Mapping
CO2: Make a ∙ Learner- Performance-based Module 3:
learner- centered assessment: Students Making a
centered principles will make a lesson plan lesson plan
lesson plan for ∙ How to Module 4:
a selected list make a Reflecting
of objectives in lesson plan? learning-
the syllabus ∙ What are centered
the parts of principles in
a lesson the lesson
plan? plan
∙ Indicators of
a good
lesson plan
∙ Consistency
of the lesson
plan and
syllabus
 Step 2: Module Mapping
CO3: ∙ Indicators Performance-task: Module 5:
Evaluate the of an Students will Methods
effectiveness effective evaluate the of
of the instruction instructional design conducting
instructional al design they made. evaluation
design ∙ Methods Module 6:
in Gathering
conducting evidences
an of an
evaluation effective
∙ Tools used instruction
for al design
conducting
evaluation
Step 2: Module Mapping
⚫In deciding the number of modules that needs to
be created for an outcome, consider the
following:
◦ The more complex the assessment task, the more the
learners need support from the modules.
◦ The course outcomes that cover complex contents, the
modules can be broken apart by content.
◦ If there are more than one module created one course
outcome, the same course outcomes are used for the
modules.
◦ Knowing that Outcomes-based is not time-bound, the
structure of HEIs still require students to complete the
course within a semester. Hence, a time frame is
allotted for learners to complete the module.
Step 3: Module Development
⚫A. Module Format
⚫B. Teaching and learning in an online
platform
⚫C. Designing the online module
Module format
⚫1. Course Outcome:
 
⚫State what students will do and need to
accomplish in the course.
⚫As much as possible, focus on one
outcome to make it feasible.
⚫Restate the outcome in an understandable
manner for learners.
Module format
⚫2. Overview
⚫ Describe the contents that will be
covered
⚫Describe if there is a process that the
learners will undergo
⚫Remind the learners of the output they
will produce at the end of the module
⚫Make connection between the past lesson
and the new lesson
Module format
⚫3. Initial Activity:
⚫ Provide a diagnostic assessment to
determine learners background
information, skills, competencies etc.
⚫Motivate the students to engage in the
lesson.
⚫Provide some ways to get the attention of
students like songs, short videos etc.
⚫Process this stimulus with questions after.
 Module format
⚫ 4. Lesson Proper:
⚫ Follow the phases of a teaching model
⚫ Refer to references on the contents to be studied,
guidelines, concepts, models, theories, demonstration
videos etc.
⚫ The teaching models:
◦ Concept attainment
◦ Inductive thinking
◦ Inquiry-based
◦ Advance organizer
◦ 4As
◦ 5Es
◦ Project-based learning
◦ Building Blocks: Acquire, Inquire, collaborate, practice,
discuss, make
Module format
⚫Provide formative assessment
⚫Provide another way of reteaching when
the results of formative assessment shows
majority of the learners are not
progressing
⚫The teaching and reteaching cycle can be
a series of asynchronous and synchronous
Module format
⚫5. Assessment:
⚫Provide formative and summative
assessments that are aligned with the
outcomes/objectives.
⚫Can be done before, during, and after the
lesson.
⚫Provide a set of exercises first as practice
(formative) then provide another set for
grading (summative)
⚫Show an example on an online lesson