Module in Technology For Teaching and Learning 2 - Filipino (FM 113)

LAPU-LAPU CITY COLLEGE - COLLEGE OF EDUCATION
MODULE IN TECHNOLOGY
FOR TEACHING AND
LEARNING 2 -FILIPINO
(FM 113)
(FINAL TOPICS)
MA. KRISTEL J. ORBOC, MAEd
TABLE OF CONTENTS
Page
Aims and Learning Outcomes 1
Course Content 1
Activity 1
Teaching Methods and Resources 2
Assessment 3
Monitoring and Reviews 3
References 3-4
I. Aims and Learning Outcomes
Upon completion of this course, the students will be able to:
A. Developed an ICT-integrated project-based learning plan identifying learning outcomes

aligned with learning competencies in K-12 curriculum (1.3.1, 4.2.1).
B. Performed a demonstration teaching with emphasis on the language macro skills using
developed technology tools and learning resources to address learning goals in the positive
use of ICT and managed classroom structure that engage learners (1.3.1, 2.3.1, 4.5.1).
C. Produced a unit portfolio of language learning instructional materials with professional

reflection and learning to improve language teaching practice in the K-12 curriculum (7.4.1).
II. Course Content
(1) Principles of Universal Design for Learning (UDL) Guidelines

(2) Creating teacher productivity materials using technology tools incorporating them in preparing
IMs in introducing the unit
(3) Characteristics of ICT tools for language learning
(4) Relevance and appropriateness of digital and non-digital resources
(5) Assessment tools for selecting relevant and appropriate digital and non-digital resources
(6) Revisiting and finalization of PB learning plan.
a. Integration of the use of digital and non-digital resources and assessment tools in the language
learning plan procedure
b. Integration of collaborative activities in language unit plans
(7) Demonstration of designed learning plans
III. Activity
A. Pasulat at Paglalahad na Pagsasanay. Ang gawain sa ibaba ay ang nakapaloob sa pasulat

na pagsasanay na ibabahagi sa mga “messenger account” ng mga mag-aaral.
 Detailed Learning Plan incorporating the ff:

(1) Creating teacher productivity materials using technology tools
(2) Relevance and appropriateness of digital and non-digital resources
(3) Assessment tools for selecting relevant and appropriate digital and non-digital resources
(4) Revisiting and finalization of learning plan.
a. Integration of the use of digital and non-digital resources and assessment tools in the
language learning plan procedure
b. Integration of collaborative activities
 Demonstration of designed learning plans through video presentation
 Portfolio of language learning IMs
1
IV. Teaching Methods and Resources
Teaching Methods
 Asynchronous Instruction
Online courses that allow students to view lectures, access materials, and
collaborate with teachers and peers on their own schedule are called asynchronous
courses. Lectures can be pre-recorded or presented in a program such as Microsoft
PowerPoint, perhaps with voice-over instructors. These delivery methods allow
students to review and revise lessons as needed. These options can be useful to
students who may not attend scheduled sessions, expect to reduce group live
projects or discussions, or want to work through lessons at their own pace. .
Programs that use asynchronous content delivery methods require a different

teaching method - one that relies heavily on the technologies used. As with step-by-
step instruction, traits such as class size and instructor preference can influence
which tools are used in a fast-paced online class. Many use more than one
technology, which may include the following:
 Download pre-recorded lectures

 Microsoft PowerPoint presentations with or without voice-over
 Forums and discussions
 Email communication
 Google Drive and similar collaboration tools
 Tools for off-hour support, such as virtual teaching centers and virtual resource
centers
Each of these delivery formats enables educators to overcome teaching challenges,
but few programs adopt a single teaching approach. Both teachers and students
benefit from knowing how online teaching methods work, and in what situations.
Teaching Resources
Hardware
 Laptop
 Desktop
 Smartphone
 Tablet
Software
 Gmail
 Messenger
 Google Drive
* With the help of internet connection such as mobile data and wifi.
2
V. Assessment
A. Relate and align with student outcomes and the learning environment.
B. The goals and requirements for learning success are clearly communicated.
C. Ongoing interaction between educator and students.
D. Setting a deadline for submission and follow-up before the deadline.
E. Inform the students that the submitted document has been well received and
call the attention of the student who fail to submit on deadline.
VI. Monitoring and Reviews
Monitoring
The teacher has created a group account on the messenger where teachers and students
can drop their messages with updates, questions and more about class topics and this is
also a way to keep the communication going.
Reviews
Once students submitted the documents or project required by the teacher, the teacher will
check and review the submitted documents or projects and will give feedback to the
students on the status of the submitted documents or projects.
VII. References
Apple, D., Beyerlein, S., & Holmes, C. (2009). Activity Design Handbook. 906 Lacey Avenue,
Suite 206: Pacific Crest.
Arayssi, T., BouJade, S., BouZeineddine, A., Ghaddar, N., Henningsen, M., Jurdak, M., . . .
Nasr, W. (2007). Course Learning Outcomes Handbook. American University of Beirut (Center for
Teaching and Learning)
Bilbao, P., B, H., Dequilla, M.A., & Rosano, D. (2019). Technology for Teaching and Learning 1.
Quezon City, Metro Manila: Lorimar Publishing, Inc.
Cambridge Assessment International Education. (2017). Digital Technologies in the Classroom. 1
Hills Road, Cambridge: University of Cambridge Local Examinations ____Syndicate.
Retrieved from https://www.cambridgeinternational.org/Images/271191-digital-technologies-
in-the-classroom.pdf
Corpuz, B. & Salandanan, G. (2015). Principles of Teaching (with TLE) 2. Quezon City, Metro
Manila: Lorimar Publishing, Inc.
Department of Education. (2016). K to 12 Curriculum Guide in English. DepEd Complex, Pasig
City. Retrieved from https://www.deped.gov.ph/wp-content/ ____uploads/2019/01/English-
CG.pdf
Department of Education. (2016). Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program. DO No, 42, series of 2016.
Fero, E., Heverly, L., & Schwartz, S. (n.d.). Sample Lesson Plans. Problem-Based Learning
Reesources. Retrieved from http://pblresource.weebly.com/sample-lesson-plans.html
Lllego, M.A. (2020). Sample Detailed Lesson Plan in English for Teaching Demonstration.
3
TeacherPH: Professional Learning Online Community of Teacher and for Teachers. Retrieved
from https://www.teacherph.com/detailed-lesson-plan-english/
Heick, T. (2019, November). 50 Ways To Use Bloom’s Taxonomy In The Classroom. Teachthought
We Grow Teachers. Retrieved from https://www.teachthought.com/ ____learning/ways-to-
use-blooms-taxonomy-in-the-classroom/
Intel Education. (2007). Intel Teach Program: Getting Started Course. United States: Intel
Corporation. Retrieved from https://www.intel.la/content/dam/www
/public/us/en/documents/education/getting-started-mt.pdf
Partnership for 21st Century Skills. (2008). 21st Century Skills, Education, & Competitiveness: A
Resource and Policy Guide. Retrieved from https://files.eric.ed. gov/fulltext/ED519337.pdf
Sideeg, A. (2016). Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal
Development in Crafting Learning Outcomes. International Journal of ____Linguistics, 8(2), 158-
186. Retrieved from
https://www.researchgate.net/publication/301684299_Bloom's_Taxonomy_Backward_Design_
and_Vygotsky's_Zone_of_ Proximal_Development_in_Crafting_Learning_Outcomes
Teaching in the 21st Century. (n.d.). Project-Based Learning. Retrieved from
https://www.teach21.us/project-based-learning.html

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LAPU-LAPU CITY COLLEGE - COLLEGE OF EDUCATION

Aims and Learning Outcomes 1

Teaching Methods and Resources 2

Monitoring and Reviews 3

Upon completion of this course, the students will be able to:

A. Developed an ICT-integrated project-based learning plan identifying learning outcomes

C. Produced a unit portfolio of language learning instructional materials with professional

II. Course Content

(1) Principles of Universal Design for Learning (UDL) Guidelines

A. Pasulat at Paglalahad na Pagsasanay. Ang gawain sa ibaba ay ang nakapaloob sa pasulat

 Detailed Learning Plan incorporating the ff:

Programs that use asynchronous content delivery methods require a different

 Download pre-recorded lectures

C. Ongoing interaction between educator and students.

D. Setting a deadline for submission and follow-up before the deadline.

VI. Monitoring and Reviews

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