Module 1 TFTL2

Module 1
The K To 12 Curriculum
Framework Mr. Jhon V. Libres
Instructor
Email Address:
[email protected]
Contact Number:
0912 345 6789
Module Duration:
August 16 – 27, 2021
[TFTL2]
Technology for Teaching and Learning 2
MODULE 1
LEARNING PLANS IN THE CONTEXT OF THE 21ST CENTURY
Lesson 1: The K-12 Curriculum Framework

OVERVIEW
Teachers play a very important role in the facilitation of student learning by designing, implementing, and
evaluating the curriculum. Teachers make decisions about how they will implement the curriculum of their specific
field of specialization. One of the tasks to effectively execute the curriculum is the utilization of educational
technologies.
The course introduces the students to the different concepts in terms of the integration of Information,
Communication, Technology in the teaching and learning process. Engaging educational technology in the educative
process are founded on principles and philosophies.
In this module, you will be able to acquire adequate knowledge of interactive communication; demonstrate
interactive skills in English; understand the proper etiquette of interactive communication; manifest right and correct
behavior in the conduct of interactive communication; and realize the giftedness of man to advance the level of
communication.
LESSON OBJECTIVES:
At the end of this lesson, you will be able to:
1. discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills;
2. analyze the learning competencies of every year level according to the field of specialization of the pre-
service;
3. review some units in the curriculum guide with focus on the development of 21st Century skills; and
4. recognize the birth of the Most Essential Learning Competencies (MELCs) in the new normal of educational
system.
EXPLORE
The implementation of the K to 12 Curriculum of the Department of Education paved the way for the
enhancement of the Teacher Education Curriculum of the Commission on Higher Education (CHED). The salient
features of the K to 12 Curriculum have been thoroughly considered to ensure that all the courses in the teacher
education program will meet the demands of 21st-century classrooms. One of the considerations is the need to
implement the following salient features of the curriculum through integrating technologies for teaching and learning.
The use of technologies is done in the different levels of learning and in teaching the various fields of specialization.
Salient Features of the Curriculum Through Integrating Technologies for Teaching and Learning.
1. Strengthening Early Childhood Education (Universal Kindergarten)
With the Universal Kindergarten program of the Department, every Filipino child is expected to have
access to early childhood education. This access can be facilitated using technological tools that are readily
available to the school for teachers' use.
The use of technology in kindergarten by various schools is very evident in teaching the kindergarten
pupils the alphabet, numbers, shapes, and colors through games, songs, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students are often
heard saying, “Do I need to know these to live a meaningful life?” “How will I use this lesson in the actual
workplace?” “What is the relevance of this to me?” and so on. The answer to the question of relevance is vital
to help the teachers think of some ways by which they will be able to let their students realize that their daily
lessons are of good use to their well-being and their professional preparation. Sara Bernard (2010) stressed
that students need to have a personal connection to a lesson material that can be done through engaging them
emotionally or through connecting the information with that which they already know. This she calls “Give It
Context, and Make It Count”.
Briggs (2014) shared a few tips for making learning engaging and personally relevant as cited by Willis,
Faeth, and Immordino Yang:
 Use suspense and keep it fresh

 Make it student-directed
 Connect it to their lives and to what they already know
 Provide utility value
 Build relatedness
To be able to apply the tips recommended by various experts and to allow students to realize the value
of their curriculum, • technological tools can be used. 21st Century learners are expected to be demonstrating
21st Century competencies such as collaboration, digital literacy, critical thinking, and problem-solving to be
able to thrive in this world (Rich, 2014). Contextualizing the curriculum of the students for meaningful
learning poses challenges in enhancing teachers' pedagogical skills as well as technological skills.
3. Building Proficiency (Mother-tongue Based Multilingual Education)
To be able to promote the child's dominant language and to use it as a language of instruction, maximum
use of -technological tools is highly encouraged. Currently, a lot of teachers and schools are into developing
learning materials to be able to implement the MTB-MLE program properly especially since there is a dearth of
printed and e-materials in the mother tongue of the students. Mother Tongue is used in instruction and learning
materials of other learning areas. The learners retain their ethnic identity, culture, heritage, and values.
Children learn better and are more active in class and learn a second language even faster when they are first
taught in a language they understand.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Learning basic concepts that lead to a more complex and sophisticated version of the general concepts
entails TPACK: Technological knowledge, pedagogical knowledge, and content knowledge. Rediscovering
concepts previously presented as students go up in grade level will be fully supported if all the areas of
specialization will be aided by technologies for teaching and learning. This will further strengthen retention
and will enhance mastery of topics and skills as they are revisited and consolidated time and again. This also
allows learners to learn topics and skills appropriate to their developmental and cognitive skills.
5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the College
Readiness Standards (CRS) and the new General Education (GE) Curriculum. Hence, the K to 12 Curriculum
focused on developing appropriate Specialization Subjects for the Academic, Sports, Arts and Design, and
Technical Vocational Livelihood Tracks. All of these specialization subjects have to be supported by educational
technology for better learning.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go into

different paths - higher education, employment, or entrepreneurship Every graduate is expected to be equipped
with information, media, and technology skills, learning and innovation skills, effective communication skills,
and life and career skills. This may happen with the proper implementation of the curriculum and with the
facilitation by excellent teachers. For teachers to maintain excellent performance, they need full support, one
of which is technological support.
The Birth of the Most Essential Learning Competencies in the New Normal
As the COVID19 pandemic continues to impact various governments and economies around the world, even
schools are not spared from its crippling effects. The current global health crisis poses a profound impact on the basic
education system as approximately 87% of the world’s student population, that is 1.5 billion learners, have been
affected by school closures (UNESCO, 2020). While interim distance and remote learning programs are being put in
place in many locations, the most marginalized, poverty-stricken, and vulnerable children are also the most
disadvantaged.
The Department of Education, through the Bureau of Curriculum Development-Curriculum Standards

Development Division, has developed the most essential learning competencies (MELCs) to address the challenges
brought about by the global pandemic. Its negative impact in the educational system which include but not limited to
the shortened school year, limited face to face interaction of teachers and learners, and other instructional delivery-
related concerns pose serious problem most specifically to early childhood learners.
In determining the criteria for the selection of the most essential learning competencies, the Department in
consultation with stakeholders, during which the descriptor – ENDURANCE – was considered the primary determining
factor. A learning competency is considered enduring if it remains with learners long after a test or unit of study is
completed or if it is useful beyond a single test or unit of study. Examples of such learning competencies include
research skills, reading comprehension, writing, map reading, and hypothesis testing, which are essential in many
professions and in everyday life (Reeves, 2002; Many & Horrell, 2014). The Department then identified the MELCs
through the application of these understandings.
Necessary in the above process is the decision whether a learning competency is to be retained, merged,
dropped, or rephrased. As a general rule, a learning competency is retained if it satisfies the endurance criterion which
greatly contributes to life-long learning and is a pre-requisite skill to the next grade level. On the other hand, two or
more learning competencies are merged or clustered if they have the same objective or learning intention; and thus,
can be combined into one comprehensive learning competency. In addition, a significant number of learning
competencies is removed/dropped due to the following reasons:
 they are too specific (and the articulation is similar to that of a learning objective;
 they are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter.
 they are subsumed in another learning competency.
Finally, a learning competency is rephrased to be more concise. The content and performance standards are
directly lifted from the curriculum guides. Its inclusion is to emphasize that the identification of MELCs is anchored
on the prescribed standards and not a departure from the standards-based basic education curriculum.
All learning areas will still be taken up by the learners in all grade levels, albeit with streamlined competencies.
This is to ensure that the learning outcomes are still achieved even in this pandemic. It is noted that, by principle, the
time allocated per subject on a daily basis did not change. This means that schools need to consider this aspect in
employing various delivery schemes.
To see the copy of the final list of MELCs from Kindergarten to Grade 12 across all learning areas, visit
https://drive.google.com/drive/u/0/folders/1fsVEVWTpv2E-Wx4RvnrGM2mEgY4c5tym
Summary of the Lesson:
To ensure that all the courses in the teacher education program will meet the demands of the 21" century
classrooms, the following salient features of the curriculum through integrating technologies for teaching and learning
are needed to implement such as Strengthening Early Childhood Education (Universal Kindergarten); Making the
Curriculum Relevant to Learners (Contextualization and Enhancement); Building Proficiency (Mother-Tongue Based
Multilingual Education); Ensuring Integrated and Seamless Learning (Spiral Progression); Gearing Up for the Future;
and Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills. The
Department of Education streamlined the curriculum not just to respond to the challenges of the current pandemic
but also to respond to the call of SDG 4 to develop resilient education systems, most especially during emergencies.
Thus, it can be used under certain circumstances as a mechanism to ensure education continuity through the
curriculum dimension.
Assessment:
Activity 1
Name:________________________________ Date:____________ Section:_______
Throughout this course, you will be tasked to use various technological resources and tolls that can help you create
your plans and materials, improve your instruction, and enhance your future students’ learning. Think about what
you must do to be able to make the most out of this course. Answer the following questions:
1. How can technology be used effectively in various fields of specialization to support and assess student
learning? (4 points)
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2. How will I apply all the knowledge and skills that I learned I TTL 2 in teaching my field of specialization? (4
points)
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3. How will I develop learning plans for my classes to make sure that available technologies for teaching and
learning will be put into use for meaningful learning? (4 points)
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4. How will I ensure that my goals in this course will be achieved? (3 points)
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Enrichment Activity:
Brainstorm on how technologies can be integrated properly and how they will meet the important learning
outcomes and the 21st century skills. Answer the following questions:
1. How will technological tools for teaching and learning promote the salient features of the K to 12
Curriculum? (7 points)
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2. What are the 21st Century Skills that are highly required to be developed by your field of specialization?
Rank them in terms of the identified standards of competencies of your curriculum guide. (8 points)
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RUBRICS FOR GRADING ASSESSMENT AND ENRICHMENT
Lesson 2: ICT-Pedagogy Integration in Learning Plans
LESSON OBJECTIVES:
1. discuss essential points to consider when integrating any ICT in facilitating education;
2. present learning plans that integrate ICT in the learning procedures to be able to attain the learning outcomes;
and
3. plan for some activities that will help develop digital citizenship and relate this to the development of the 21st
Century Skills among learners.
DISCUSSION
Teaching has been a challenging profession since knowledge has been expanding and essential skills have been
increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching-
learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these
will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your
field of specialization.
Integrating Technology in Instruction
Various educators and researchers provided the following concepts and principles about integrating technology
in instructions:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to introduce, reinforce,
supplement and extend skills. For example, if a teacher merely tells a student to read a book without any
preparation for follow up activities that put the book in pedagogical context, the book is not integrated. In the
same way, if the teacher uses the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things: 1) computer science
courses, computer-assisted instruction, and/or computer-enhanced or enriched instructions, 2) matching
software with basic skill competencies, and 3) keyboarding with word processing followed up with presentation
tools.
2. International Society for Teaching in Education (ISTE)
Effective integration of technology is achieved when students are able to select technology tools to help them
obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The
technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which include both infra-
instructional as well as pedagogical considerations that are changing not only how learning occurs but what is
learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a growing area that
has attracted many educators’ efforts in recent years. Based on the scope of content covered, ICT integration
can happen in three different areas: curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both pedagogical and
technological levels with much emphasis put on pedagogy. ICT integration into teaching and learning has to
be underpinned by sound pedagogical principles.
6. UNESCO (2005)
CT integration is not merely mastering the hardware and software skills. Teachers need to realize how
to organize the classroom to structure the learning tasks so that ICT resources become automatic and natural
response to the requirements for learning environments in the same way as teachers use markers and
whiteboards in the classroom.
Information and Communication Technology (ICT)
Before you can successfully integrate ICTs in your language instructions, there is a need to have a good grasp
of what Information and Communication Technology (ICT) is all about. Specifically, there is a need also to determine
the ICTs that are available for language education. The following are the definitions of ICTs from various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and telecommunication facilities.
Thus, it includes computer devices ranging from handheld calculators to multimillion worth supercomputers.
It includes the full range of display and projector devices used to view computer outputs. It includes local
area networks and wide area networks that will allow computer systems in people to communicate with each
other. It includes digital cameras, computer games, CD’s, DVD’s, cell telephones, telecommunications
satellites, and fiber optics. It includes computerized machinery and computerized robots.
2. Tialo (2009)
ICT is a diverse set of technological tools and resources used to communicate, create, disseminate, store,
and manage information. These technologies include hardware devices, software applications, internet
connectivity, broadcasting technologies, and telephony.
3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit, store, create, share, or exchange
information. These technological tools and resources include computers, the Internet (website, blogs, and emails),
live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting,
audio, and video players and storage devices) and telephony (fixed or mobile, satellite, vision/video-conferencing,
etc.)
UNESCO defines it also as scientific, technological and engineering discipline and management technique
used. ICT also refers to handling information, its application and association with social, economic, and cultural
matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of human life. They play salient
roles in workplaces, in business, education and entertainment. Moreover, many people recognize ICTs as catalysts
for change that include change in working conditions, handling and exchanging information, teaching methods,
learning approaches, scientific research and in accessing information communication technologies. In this digital
era, ICT is important in the classroom for giving students opportunities to learn and apply the required 21st century
skills. ICT improves teaching and learning and helps teachers perform their role as creators of pedagogical
environment. ICT helps a teacher to present his/her teaching attractively and enables learners to learn at any level
of an educational program.
Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their lessons and
master the skills they are expected to demonstrate. Thus, it will be reassuring if teachers will explore on engaging
various media to support various learning activities in classrooms. This is how the Conversational Framework
(Laurilland, 2002) may support. The framework postulates a way of presenting teaching and learning in terms of
events. These are the five (5) key teaching and learning events in the framework which are identified as: acquisition;
discovery; dialogue; practice; and creation.
Vis-à-vis, the five events are specific teaching strategies, learning actions or experiences, related media form,
examples of non-computer-based activity, and examples of computer-based activity.
Teaching and Teaching and Learning Action Related Media Examples of Example of
Learning Event Action or or Experience Forum Non-Computer Computer Based-
Strategy Based Activity Activity
Acquisition Show Attending, Narrative, linear TV, video, Lecture note
demonstrate, apprehending, presentational. lectures, books, online, streaming
describe, explain listening Usually same other print video ir lectures,
“text” acquired publications DVD multimedia
simultaneously including digital
by many people video audio clips
and animation
Dialogue Set up frame, Discussing Communicative Seminar Email,
Moderate, Lead, collaborating, conversation tutorials, discussion,
Facilitate reflecting, with other conferences, forums, blogs
discussions arguing, students, lecturer
analyzing, self
sharing
Practice Model Experimenting Adaptive, Laboratory, field Drill and
practicing feedback, learner trip, simulation, practice, tutorial
control role play programs,
simulations
virtual
environments.
Creation Facilitating Articulating, Productive Essay, object, Simple existing
experimenting, Linear control animation model tools, as well as
making especially
synthesizing created
programmable
software
Teaching and Learning Events and Associated Media Forms: (Czerniewicz & Brown (2005) adapted from Laurillard
(2002)
Laurillard’s Conversational Framework (LCF) is relevant in the field of language education since this field
requires appropriate and complex use of various technologies. The framework clearly presents the way teaching events
in language classrooms can be thoroughly related to their language learning events. This is more effective in Blended
Learning than in the Face-to-Face context in terms of developing the learners’ skill in forming wh-questions.
Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements such as pedagogy, social
interaction, and technology.
Interaction with content
PEDAGOGY
Interaction with people
Social Interaction Technology
The ICT Integration Framework of Wang can be fully maximized in developing learning plans for language learning.
Pedagogy often refers to the teaching strategies or techniques used to deliver lessons and to allow learners to demonstrate
competencies.
Social Interaction activities as one of the elements in the framework are crucial. Through these, learners will acquire and
develop knowledge and skills that are important for them to live and work in various communities. To engage the learners in the
teaching-learning process fully and meaningfully, the social design of the ICT-based learning environment needs to deliver a
secure and comfortable space.
The third element of the framework is the technological component that generally uses computers to support various
learning activities. Through the use of computers, various teaching modes may happen.
In the 21st century classrooms, the three components are needed in an ICT-based learning environment. Due to the advent
of technologies which are fundamental requirements in ICT- pedagogy integration, the challenge among learning institutions is
to provide support for the integration to happen.
The successful integration of ICT into the learning environment will depend on the ability of teachers to structure learning
in new ways, to merge technology appropriately with a pedagogy, develop socially active classrooms, and encourage cooperative
interaction and collaborative learning and group work. For many, this requires a different set of skills from those they currently
possess.
The table presented below entails the different ICT tools that a teacher may use in the teaching and learning process.
Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

/games Cartoons / organizing creations collaboration
BookWidgets Buncee Google Animaker BookWidgets Answer garden BlendedPl ay Asana Edmodo
Classkick Slides Lesson Up Binumi Biteable GoConqr Gooru ChartGo Goggle Canva - Easel.ly Google Docs
Classmarker ChatterPix
Classtools
Reading ICT-Integrated Lesson Plans Using IDEA Lesson Exemplar Format – the New Normal Way Learning Plan in
the New Normal
Before the pandemic, teachers in public and private elementary and secondary schools had been using the 4As
format in crafting their Daily Lesson Plan (DLL) or Daily Lesson Plan (DLP). This format entails Activity, Analysis,
Abstraction, and Application.
Now that we are in the new normal, a lot of things have changed in the educational system brought about by the
pandemic. One of the salient changes is the preparation of the DLL/DLP of teachers. To better facilitate the teaching-
learning process today, teachers are now required to craft their DLL/DLP using the IDEA Lesson Exemplar format as
prescribed by the Department of Education.
This exemplar includes the following: Introduction – the I Phase, Development – the D Phase, Engagement –
the E Phase, and Assimilation – the A Phase. The IDEA instructional process design is an abridged and refined format.
All parts of the original DLL/DLP are subsumed in PIVOT 4A lesson exemplars.
Summary of the lesson
Laurillard’s Conversational Framework (LCF) is relevant in the field of language education since this field
requires appropriate and complex use of various technologies.
As proposed by Wang, In the 21st century classrooms, the three components are needed in an ICT- based
learning environment such as pedagogy, social interaction, and technology.
IDEA Lesson Exemplar includes the following: Introduction – the I Phase, Development – the D Phase,
Engagement – the E Phase, and Assimilation – the A Phase. The IDEA instructional process design is an abridged and
refined format. All parts of the original DLL/DLP are subsumed in PIVOT 4A lesson exemplars.
Assessment:
Activity 2
A. Designing an IDEA Lesson Exemplar
Directions:
1. Secure a copy of the 1st Quarter self-learning module English LM 7-10

2. Choose a topic of your interest from the 1st Quarter of the self-learning module.
3. For 100 points, craft a semi-detailed IDEA Lesson Exemplar based on your chosen topic.
4. Integrate ICT in one to two parts of your lesson.
5. Craft your Lesson Exemplar using the prescribed template to be sent by your teacher.
6. Focus on your field of specialization. For BEED, choose one among the three major learning areas.
B. Designing an ICT-Based Activity
Directions:
1. For 100 points, choose one ICT Tool for commonly used by teachers to make quizzes, tests, or games. You
may go back to the list of ICT tools given above.
2. Sign up for an account and create a quiz, game, or test.
3. Screenshot/printscreen your account with accomplished quiz, game, or test ready for use.
4. Paste your screenshot or printscreen in your answer sheet.
5. Focus on your field of specialization.
Lesson 3: A Nature of Project-Based and Problem-Based Approaches
Lesson Objectives:
1. discuss he salient features of inquiry-based learning and research-based learning and their application o
attainment of language learning competencies and language learning outcomes;
2. analyze how technologies for teaching and learning languages can be maximized in inquiry- based
learning and research-based learning; and
3. state some performance standards from the Curriculum Guide that can employ inquiry-based learning and
research-based learning.
4. discuss the salient features of problem-based learning and project-based learning and their application to
the attainment of learning competencies and learning outcomes;
5. analyze how technologies for teaching and learning can be maximized in problem-based learning and
project-based learning; and
6. share some performance standards from the Curriculum Guide that can employ problem- based learning
and project-based learning.
Discussion:
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable
developments that we continue to enjoy in our society today. It continues to usher the study of so many fields that
enable various scientist and experts to provide solutions to emerging issues affecting the society in general. In the
classroom, in particular, the process of inquiry is a basic learning activity that every teacher is expected to facilitate.
The development of the ability to ask among learners is basic in the age of the Fourth Industrial Revolution. According
to the Future of Jobs Report during the World Economic Forum, the top three of the ten skills needed in this age are
complex problem solving, critical thinking and creativity (Gray, 2016) which all start from the process of asking.
Inquiry-Based learning (IBL) as an approach essentially involves tasks requiring learner’s active participation
in finding answers to curricular questions. The questions can run from very specific simple questions to more complex
questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated activities as they
pursue their investigation. Using this in the language classroom can facilitate the development of communication skills
as it involves activities such as writing questions, deliberating on ways of finding answers to curricular questions, and
presenting outputs as evidence of inquiry among others. This approach encourages students to work together in
accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the K to 12 curriculum
for English. Investigation proceeds using various sources of information and presentation of outputs of the students
using productivity tool. Depending on the required output, the assessment tool that will be used should be given to the
students before the inquiry commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate
approach to learning about language variation, identity, and power since IBI can provide students with opportunities
to learn about current issues in sociolinguistics through sharing and debating on a personal experience with language
from multiple perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry – This lets the students follow the lead of the teacher as the entire class engages in one inquiry
together.
2. Controlled Inquiry – The teacher chooses topics and identifies the resources that the students will use to answer
questions.
3. Guided Inquiry – The teacher chooses topics or questions, and students design the product or solution.
4. Free Inquiry – Students are allowed to choose their own topics without any reference to a prescribed outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum. The
language teacher needs to look into the learning competencies that can be satisfied by a simple inquiry or more
complex inquiry. He/she controls and prepares the topic for investigation and guides the learners by setting the
questions to be explored. Learners are allowed to design their own way of investigation and present their outputs using
technology tools that are afforded to them. When technology is coupled with IBL, a gateway to information is opened
and students can have access to information at anytime and anywhere. It is assumed that the teacher is knowledgeable
of the sources of information and whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity

2. Context – Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has become the most
sought out source of information because of the variety of tools that abound. Language is no longer a barrier in one’s
search for information. Depending on the unit of the study in a language curriculum, there are many free educational
websites that are available for the language teachers and learners. Due to the vastness of sources of information from
the WWW, any language teacher who is using IBL has the responsibility to direct learners to websites that provide the
proper information. The technology tools that are made available for the learners, whether online or offline, should
support the object of inquiry which is aligned to the learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of information in the
process of inquiry. This does not exclude the other resources, human and non-human, in gathering information.
However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in
locating online resources that are relevant in developing their research and communication skills will let them learn
the importance of using educational resources in an explicit and implicit way.
Problem-Based Learning and Project-Based Learning Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving open- ended questions
that serve as the main problem that the learners will work on. The type of questions posited is focused on a specific
content standard and application to real life issues. It also requires more than one answer or solution. Learners are
engaged in a collaborative task as they work towards the solution to the problem. This learning activity is done in small
groups with each member assigned a certain task to accomplish. In the process of engaging in PBL, they learn several
skills such as problem- solving communicating, research, among others which are essential in the workplace. The end
goal of PBL is to ensure that the target, the learning competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to increase knowledge and
understanding. In her article, she proposed the following five principles of PBL that may be considered by teachers in
planning or using the approach:
1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the task.
5. 5. Materials such as data, photographs, articles, can be used to solve the problem. (p.73)
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite solution;
2. Brainstorming – generate ideas; tackle the problem though self-directed questioning; arouse students intrinsic
motivation;
3. Collecting and analyzing the information – assigning group members to collect information; positing what they
found and what the learned; collaborative collection of useful information;
4. Synthesizing information – solving the problem through synthesized relevant data; knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help students improve; learning
from other group’s presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the
following:
(Ghufron & Ermawati, 2018, p.666-in n EFL writing class)
1. Promotes self-confidence and motivation

2. Reduces student’s nervousness during the learning process
3. Increases student’s responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-soling skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019—EFL students:
 Enhances fluency in communication

 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language ( EFL ) students, PBL:

The study of Lin (2017) revealed statistically that the PBL participants showed more improvement in their
reading comprehension than the non-PBL participants. The study further looked into the PBL active English learning
attitudes of the two groups and found that the PBL participants’ “motivation intensity, their desire to learn English, and
communication inside and outside the classroom were significantly higher than those of the participants of the non-
PBL group” (p. 116). The research also found that the PBL participants’ active English learning attitudes are
significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve the learners but also the
teachers. In the study of Markuslic and Sabljic (2019), they sought to establish the teachers’ attitudes on the problem-
based teaching of literature. Their data revealed that PBL is an “acceptable methodological system” because they saw
“greater interest and activity of students, development of student’s critical thinking and communication skills,
encouraging curiosity and exploratory thinking, developing love of reading, and developing the skills of connecting
teaching topics” (p.27).
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-ended question
collaboratively, there are a number of free online tools that they can use from the commencement of the task to its
completion especially that some of the group tasks will be done outside the regular class hours. These online tools will
be allow the learners to be actively connected and engaged in the group task while monitoring their own contributions.
The teacher acting as facilitator may also have the opportunity to peep into the activities of each learner thereby
enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that
technology is simply the mediator for collaboration and representation and that is the type of task and thinking
processes in which students engage that determine the quality of learning (p.181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish their tasks. Web 2.0
technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance PBL
activities (Tambouris et al, 2012) in its different stages. In the study of Kung (2018), it was found that advanced
language learners had positive perception about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers, citations and
others are also available to assist learners and teachers in accomplishing requires tasks and outputs from a PBL activity.
There are free tools that can be downloaded for mobile phones, laptops, or desktops. Before using or recommending
these tools to learners, it is important that teachers take note or try out the tools first to be familiar with the most
appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together with the content and
performance standards before the technology integration. As soon as these are in place, the statement of learning
outcomes in the learning plan must be stated in behavioral and measurable terms. PBL is about developing higher
order thinking skills; therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the
required outcomes. Consider using the revised Bloom’s taxonomy by Anderson and Krathwohi in creating your
learning outcomes.
Nature of Project-Based Learning/Project-Based Approach
Project-based learning is an approach but has evolved as a teaching method that engages learners in a series of
planned tasks resulting to the generation of solutions to real-world problems. It is a student-centered approach as it
takes into account the real of experiences and interest of students. This method is based on John Dewey’s principle of
learning by doing and Vygotsky’s constructivist theory of learning that advocates social construction of knowledge.
PrBL/PBA is a collaborative learning activity where learners work on an authentic task guided by an open-ended
question. Each member has an assigned role that will contribute to the solution of the problem that was identified. This
problem refers real issues in their community or the world at large.Past and more recent researches have proven PrBL
to be beneficial in the development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).
Using students feedback questionnaire given to 99 students, it was revealed that students’ knowledge of
the topic taken, searching review or the topic, communication skills, data collection skills, and analytical and
presentation skills were enhanced. The teachers also perceived that PrBL could cause 100% enhancement of
knowledge on the various components of research methodology, update of the knowledge on a particular topic,
and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin & Rali, 2019)
The researchers investigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learners. the study revealed a significant
improvement in the learners over all oral communicative competence after a 12 – week interventions lesson
using PrBL as strategy. They also concluded that PrBL as a teaching strategy is effective and is recommended as
suitable English language teaching strategy specially for learners with low proficiency in the English language.
3. Development of life skills (Wurdinger and Qureshi, 2015).
The study employed mix-method to examine the development of life skills through PrBL. Their findings
revealed that after taking the PBL course, there was a significant difference in the mean scores for the following
life skills: responsibility, problem solving, self-direction., communication, and creativity skills. It was concluded
that PrBL indeed promotes further development of life skills.
in finding answers to curricular questions. The questions can run from very specific simple questions to more
complex questions in relation to the curriculum.
Problem-based learning is an approach that involves a process of inquiry and solving open-ended questions
content standard and application to real life issues.
Assessment:
Activity 3
Directions: Focusing on your field of specialization, provide one problem-based project and one project-based project
for each of the given most essential learning competencies. Integrate ICT in your project.
For English major:
Project-Based Project
Problem-Based Project
Most Essential Learning Competency (15 points each)
(20 points each) (Write short description of
(Write short description of your project.)
your project.)
Employ a variety of strategies for effective interpersonal
communication (interview, dialog, conversation)
Use the passive and active voice meaningfully in varied
contexts
Navigate a website using essential features, e.g. using
headings, links, etc
Rubric for grading Problem-Based Project
Rubric for grading Project-Based Output

Lesson 4: Basic Parts of a Learning Plan
Lesson Objectives:

1. recognize the importance of lesson planning;
2. identify the different parts of a lesson plan using the 4As Approach;
3. scrutinize sample learning plans demonstrated in a public school; and
4. craft a learning plan with ICT integration.
Discussion:
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. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
A successful lesson plan addresses and integrates these three key components:
• Objectives for student learning

• Teaching/learning activities
• Strategies to check student understanding
Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning
activities you will use in class, while those activities will define how you will check whether the learning objectives have
been accomplished (see Fig. 1).
Steps for Preparing a Lesson Plan
Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of
questions meant to prompt reflection and aid you in designing your teaching and learning activities.
(1) Outline learning objectives
The first step is to determine what you want students to learn and be able to do at the end of class. To help
you specify your objectives for student learning, answer the following questions: • What is the topic of the
lesson?
• What do I want students to learn?
• What do I want them to understand and be able to do at the end of class?
• What do I want them to take away from this particular lesson?
Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This
step will prepare you for managing class time and accomplishing the more important learning objectives in case you
are pressed for time. Consider the following questions:
• What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• And conversely, which ones could I skip if pressed for time?
(2) Develop the introduction
Now that you have your learning objectives in order of their importance, design the specific activities you will
use to get students to understand and apply what they have learned. Because you will have a diverse body of students
with different academic and personal experiences, they may already be familiar with the topic. That is why you
might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived
notions about it.
For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.”
You can also gather background information from your students prior to class by sending students an electronic
survey or asking them to write comments on index cards. This additional information can help shape your
introduction, learning activities, etc. When you have an idea of the students’ familiarity with the topic, you will also
have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a
variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-
world example, short video clip, practical application, probing question, etc.). Consider the following questions
when planning your introduction:
• How will I check whether students know anything about the topic or have any preconceived notions about it?
• What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar
with or might espouse?
• What will I do to introduce the topic?
(3) Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch
the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate
how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to
move on quickly to different applications or problems, and to identify strategies that check for understanding. These
questions would help you design the learning activities you will use:
• What will I do to explain the topic?

• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students understand the
topic?
• What will students need to do to help them understand the topic better?
(4) Plan to check for understanding
Now that you have explained the topic and illustrated it with different examples, you need to check for student
understanding – how will you know that students are learning? Think about specific questions you can ask students
in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the
questions in different ways. Try to predict the answers your questions will generate. Decide on whether you want
students to respond orally or in writing. Here are some guiding questions you can ask yourself:
• What questions will I ask students to check for understanding?

• What will I have students do to demonstrate that they are following?
• Going back to my list of learning objectives, what activity can I have students do to check whether each of
those has been accomplished?
An important strategy that will also help you with time management is to anticipate students’ questions. When
planning your lesson, decide what kinds of questions will be productive for discussion and what questions might
sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning
objectives) and ensuring that students understand.
(5) Develop a conclusion and a preview
Go over the material covered in class by summarizing the main points of the lesson. You can do this in a number
of ways: you can state the main points yourself (“Today we talked about...”), you can ask a student to help you
summarize them, or you can even ask all students to write down on a piece of paper what they think were the main
points of the lesson.
You can review the students’ answers to gauge their understanding of the topic and then explain anything
unclear the following class. Conclude the lesson not only by summarizing the main points, but also by previewing the
next lesson.
How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them
connect the different ideas within a larger context.
(6) Create a realistic timeline
GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A
list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills
you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending
on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and
adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible.
A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are
some strategies for creating a realistic timeline:
• Estimate how much time each of the activities will take, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more
productive rather than sticking to your original 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. As proposed by Wang, In the 21st century classrooms, the three components are needed in an
ICT-based learning environment such as pedagogy, social interaction, and technology.
One approach for lesson planning is the 4As Approach. Based on Kolb’s Experiential Learning Theory it aims
to approach the child holistically. It also acknowledges the past schemes of the student and integrating it to a new one
so most likely this format will bring out what has been in stored and what is missing will be filled in eventually towards
a deeper knowledge of the lesson.
Science teachers have been using 5Es Approach (Engage, Explore, Engage, Elaborate, Evaluate) in lesson
planning.
Assessment:
Activity 4
Designing a Daily Lesson Log
Directions:
1. Choose a topic of your interest from any quarter of the Learner’s Material.
2. For 100 points, craft a semi-detailed Daily Lesson Log using the template shown in the given sample DLLs.
4. The prescribed template will be sent to your FB Group Chat or personal email address.
5. Focus on your field of specialization. For BEED, choose one among the three major learning areas.
6. Your Daily Lesson Log will be graded based on the rubric given below.
References/Attributions:
▪ Espique & Ayao-Ao (2020) Technology for Teaching and Learning 2 for Language Education/Filipino
▪ Espique & De Vera Silve (2021) Technology for Teaching and Learning 2 for Mathematics and Science
Education
▪ Kennedy, S. (2019). Educational Technology and Curriculum. United Kingdom.
Acknowledgment:
This is to acknowledge Mrs. Johanna Paula Norma P. Dangan , Science Teacher, and Ms. Ma. Rosalie Gonzales,
Mathematics Teacher, of Lecheria Integrated School for generously providing sample IDEA Lesson Exemplars
and Daily Lesson Logs which are of great importance for the completion of this module.
LESSON 3: A Nature of Project-Based and Problem-Based Approaches
Lesson Objectives:
1. discuss he salient features of inquiry-based learning and research-based learning and their
application o attainment of language learning competencies and language learning outcomes;
2. analyze how technologies for teaching and learning languages can be maximized in inquiry- based
learning and research-based learning; and
3. state some performance standards from the Curriculum Guide that can employ inquiry-based learning and
research-based learning.
4. discuss the salient features of problem-based learning and project-based learning and their application to
the attainment of learning competencies and learning outcomes;
5. analyze how technologies for teaching and learning can be maximized in problem-based learning and
project-based learning; and
6. share some performance standards from the Curriculum Guide that can employ problem- based learning
and project-based learning.
Discussion:
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable
developments that we continue to enjoy in our society today. It continues to usher the study of so many fields that
enable various scientist and experts to provide solutions to emerging issues affecting the society in general. In the
classroom, in particular, the process of inquiry is a basic learning activity that every teacher is expected to facilitate.
The development of the ability to ask among learners is basic in the age of the Fourth Industrial Revolution. According
to the Future of Jobs Report during the World Economic Forum, the top three of the ten skills needed in this age are
complex problem solving, critical thinking and creativity (Gray, 2016) which all start from the process of asking.
questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated activities as they
pursue their investigation. Using this in the language classroom can facilitate the development of communication skills
as it involves activities such as writing questions, deliberating on ways of finding answers to curricular questions, and
presenting outputs as evidence of inquiry among others. This approach encourages students to work together in
accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the K to 12 curriculum
for English. Investigation proceeds using various sources of information and presentation of outputs of the students
using productivity tool. Depending on the required output, the assessment tool that will be used should be given to the
students before the inquiry commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate
approach to learning about language variation, identity, and power since IBI can provide students with opportunities
to learn about current issues in sociolinguistics through sharing and debating on a personal experience with language
from multiple perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry – This lets the students follow the lead of the teacher as the entire class engages in
one inquiry together.
2. Controlled Inquiry – The teacher chooses topics and identifies the resources that the students will use
to answer questions.
3. Guided Inquiry – The teacher chooses topics or questions, and students design the product or solution.
4. Free Inquiry – Students are allowed to choose their own topics without any reference to a prescribed
outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum. The
language teacher needs to look into the learning competencies that can be satisfied by a simple inquiry or more
complex inquiry. He/she controls and prepares the topic for investigation and guides the learners by setting the
questions to be explored. Learners are allowed to design their own way of investigation and present their outputs
using technology tools that are afforded to them. When technology is coupled with IBL, a gateway to information is
opened and students can have access to information at anytime and anywhere. It is assumed that the teacher is
knowledgeable of the sources of information and whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic
(2016):
1. Prior knowledge and capacity
2. Context – Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has become the most
sought out source of information because of the variety of tools that abound. Language is no longer a barrier in one’s
search for information. Depending on the unit of the study in a language curriculum, there are many free educational
websites that are available for the language teachers and learners. Due to the vastness of sources of information from
the WWW, any language teacher who is using IBL has the responsibility to direct learners to websites that provide the
proper information. The technology tools that are made available for the learners, whether online or offline, should
support the object of inquiry which is aligned to the learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of information in the
process of inquiry. This does not exclude the other resources, human and non-human, in gathering information.
However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in
locating online resources that are relevant in developing their research and communication skills will let them learn
the importance of using educational resources in an explicit and implicit way.
Problem-Based Learning and Project-Based Learning Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving open- ended questions
content standard and application to real life issues. It also requires more than one answer or solution. Learners are
engaged in a collaborative task as they work towards the solution to the problem. This learning activity is done in small
groups with each member assigned a certain task to accomplish. In the process of engaging in PBL, they learn several
skills such as problem- solving communicating, research, among others which are essential in the workplace. The end
goal of PBL is to ensure that the target, the learning competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to increase knowledge
and understanding. In her article, she proposed the following five principles of PBL that may be considered by teachers
in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the task.
5. 5.Materials such as data, photographs, articles, can be used to solve the problem. (p.73) Lo (2009, p. 208) proposed
a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite solution;
2. Brainstorming – generate ideas; tackle the problem though self-directed questioning; arouse students
intrinsic motivation;
3. Collecting and analyzing the information – assigning group members to collect information; positing
what they found and what the learned; collaborative collection of useful information;
4. Synthesizing information – solving the problem through synthesized relevant data; knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help students improve;
learning from other group’s presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are
the following:(Ghufron & Ermawati, 2018, p.666-in n EFL writing class)
1. Promotes self-confidence and motivation

2. Reduces student’s nervousness during the learning process
3. Increases student’s responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-soling skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019—EFL students:

For English as a Foreign Language ( EFL ) students, PBL:

The study of Lin (2017) revealed statistically that the PBL participants showed more improvement in their
reading comprehension than the non-PBL participants. The study further looked into the PBL active English learning
attitudes of the two groups and found that the PBL participants’ “motivation intensity, their desire to learn English,
and communication inside and outside the classroom were significantly higher than those of the participants of the
non-PBL group” (p. 116). The research also found that the PBL participants’ active English learning attitudes are
significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve the learners but also the
teachers. In the study of Markuslic and Sabljic (2019), they sought to establish the teachers’ attitudes on the problem-
based teaching of literature. Their data revealed that PBL is an “acceptable methodological system” because they saw
“greater interest and activity of students, development of student’s critical thinking and communication skills,
encouraging curiosity and exploratory thinking, developing love of reading, and developing the skills of connecting
teaching topics” (p.27).
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-ended question
collaboratively, there are a number of free online tools that they can use from the commencement of the task to its
completion especially that some of the group tasks will be done outside the regular class hours. These online tools will
be allow the learners to be actively connected and engaged in the group task while monitoring their own contributions.
The teacher acting as facilitator may also have the opportunity to peep into the activities of each learner thereby
enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that
technology is simply the mediator for collaboration and representation and that is the type of task and thinking
processes in which students engage that determine the quality of learning (p.181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish their tasks. Web 2.0
technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance PBL
activities (Tambouris et al, 2012) in its different stages. In the study of Kung (2018), it was found that advanced
language learners had positive perception about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers, citations and
others are also available to assist learners and teachers in accomplishing requires tasks and outputs from a PBL activity.
There are free tools that can be downloaded for mobile phones, laptops, or desktops. Before using or recommending
these tools to learners, it is important that teachers take note or try out the tools first to be familiar with the most
appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together with the content and
performance standards before the technology integration. As soon as these are in place, the statement of learning
outcomes in the learning plan must be stated in behavioral and measurable terms. PBL is about developing higher
order thinking skills; therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the
required outcomes. Consider using the revised Bloom’s taxonomy by Anderson and Krathwohi in creating your
learning outcomes.
Nature of Project-Based Learning/Project-Based Approach
Project-based learning is an approach but has evolved as a teaching method that engages learners in a series of
planned tasks resulting to the generation of solutions to real-world problems. It is a student-centered approach as it
takes into account the real of experiences and interest of students. This method is based on John Dewey’s principle of
learning by doing and Vygotsky’s constructivist theory of learning that advocates social construction of knowledge.
PrBL/PBA is a collaborative learning activity where learners work on an authentic task guided by an open-ended
question. Each member has an assigned role that will contribute to the solution of the problem that was identified. This
problem refers real issues in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).

Using students feedback questionnaire given to 99 students, it was revealed that students’ knowledge of the
topic taken, searching review or the topic, communication skills, data collection skills, and analytical and
presentation skills were enhanced. The teachers also perceived that PrBL could cause 100% enhancement of
knowledge on the various components of research methodology, update of the knowledge on a particular
topic, and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin & Rali, 2019)
The researchers investigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learners. the study revealed a significant
improvement in the learners over all oral communicative competence after a 12 – week interventions lesson
using PrBL as strategy. They also concluded that PrBL as a teaching strategy is effective and is recommended
as suitable English language teaching strategy specially for learners with low proficiency in the English
language.
3. Development of life skills (Wurdinger and Qureshi, 2015).
The study employed mix-method to examine the development of life skills through PrBL. Their findings
revealed that after taking the PBL course, there was a significant difference in the mean scores for the
following life skills: responsibility, problem solving, self-direction., communication, and creativity skills. It
was concluded that PrBL indeed promotes further development of life skills.
questions in relation to the curriculum.
Problem-based learning is an approach that involves a process of inquiry and solving open-ended questions
content standard and application to real life issues.
Assessment:
Directions: Focusing on your field of specialization, provide one problem-based project and one project-based
project for each of the given most essential learning competencies. Integrate ICT in your project.
For English major:
Project-Based Project
Problem-Based Project
Most Essential Learning Competency (15 points each)
(20 points each) (Write short description of
(Write short description of your your project.)
project.)
Employ a variety of strategies for effective interpersonal

communication (interview, dialog, conversation)
Use the passive and active voice meaningfully in varied

contexts
Navigate a website using essential features, e.g. using

headings, links, etc
Rubric for grading Problem-Based Project

LESSON 4: Basic Parts of a Learning Plan
Lesson Objectives:
1. recognize the importance of lesson planning;
2. identify the different parts of a lesson plan using the 4As Approach;
3. scrutinize sample learning plans demonstrated in a public school; and
4. craft a learning plan with ICT integration.
Getting Started:
Directions: Think of words or phrases that will best describe the importance of lesson planning. Write your
words/phrases in the given word cloud below. (10 points)
Discussion:
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. Before you plan your lesson, you will first need to identify the learning objectives for the class
meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student
learning.
A successful lesson plan addresses and integrates these three key components: • Objectives for student
learning
• Teaching/learning activities
• Strategies to check student understanding
Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning
activities you will use in class, while those activities will define how you will check whether the learning objectives
have been accomplished (see Fig. 1).
Steps for Preparing a Lesson Plan
Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of
questions meant to prompt reflection and aid you in designing your teaching and learning activities.
(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the end of class. To help
you specify your objectives for student learning, answer the following questions:
• What is the topic of the lesson?

• What do I want students to learn?
• What do I want them to understand and be able to do at the end of class?
• What do I want them to take away from this particular lesson?
Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This
step will prepare you for managing class time and accomplishing the more important learning objectives in
case you are pressed for time. Consider the following questions:
• What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• And conversely, which ones could I skip if pressed for time?
(2) Develop the introduction
Now that you have your learning objectives in order of their importance, design the specific activities you will
use to get students to understand and apply what they have learned. Because you will have a diverse body of students
with different academic and personal experiences, they may already be familiar with the topic. That is why you
might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived
notions about it.
For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.”
You can also gather background information from your students prior to class by sending students an electronic
survey or asking them to write comments on index cards. This additional information can help shape your
introduction, learning activities, etc. When you have an idea of the students’ familiarity with the topic, you will also
have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a
variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-
world example, short video clip, practical application, probing question, etc.). Consider the following questions
when planning your introduction:
• How will I check whether students know anything about the topic or have any preconceived notions about
it?
• What are some commonly held ideas (or possibly misconceptions) about this topic that students might be
familiar
with or might espouse?
• What will I do to introduce the topic?
(3) Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch
the attention of more students and appeal to different learning styles. As you plan your examples and activities,
estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be
prepared to move on quickly to different applications or problems, and to identify strategies that check for
understanding. These questions would help you design the learning activities you will use:
• What will I do to explain the topic?

• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students understand the
topic?
• What will students need to do to help them understand the topic better?
(4) Plan to check for understanding
Now that you have explained the topic and illustrated it with different examples, you need to check for
student understanding – how will you know that students are learning? Think about specific questions you can ask
students in order to check for understanding, write them down, and then paraphrase them so that you are prepared
to ask the questions in different ways. Try to predict the answers your questions will generate. Decide on whether
you want students to respond orally or in writing. Here are some guiding questions you can ask yourself:
• What questions will I ask students to check for understanding?
• What will I have students do to demonstrate that they are following?
• Going back to my list of learning objectives, what activity can I have students do to check whether each of
those has been accomplished?
An important strategy that will also help you with time management is to anticipate students’ questions.
When planning your lesson, decide what kinds of questions will be productive for discussion and what questions
might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your
learning objectives) and ensuring that students understand.
(5) Develop a conclusion and a preview
Go over the material covered in class by summarizing the main points of the lesson. You can do this in a
number of ways: you can state the main points yourself (“Today we talked about...”), you can ask a student to help
you summarize them, or you can even ask all students to write down on a piece of paper what they think were the
main points of the lesson.
You can review the students’ answers to gauge their understanding of the topic and then explain anything
unclear the following class. Conclude the lesson not only by summarizing the main points, but also by previewing
the next lesson.
How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them
connect the different ideas within a larger context.
(6) Create a realistic timeline
GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of
ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you
want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending
on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and
adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be
flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment.
Here are some strategies for creating a realistic timeline:
• Estimate how much time each of the activities will take, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more
productive rather than sticking to your original plan
DLL IN ENGLISH
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. As proposed by Wang, In the 21st century classrooms, the three components are needed in an ICT-based
learning environment such as pedagogy, social interaction, and technology.
One approach for lesson planning is the 4As Approach. Based on Kolb’s Experiential Learning Theory it aims to
approach the child holistically. It also acknowledges the past schemes of the student and integrating it to a new one so
most likely this format will bring out what has been in stored and what is missing will be filled in eventually towards a
deeper knowledge of the lesson.
Assessment:
Designing a Daily Lesson Log
Directions:
1. Choose a topic of your interest from any quarter of the Learner’s Material.
2. For 100 points, craft a semi-detailed Daily Lesson Log using the template shown in the given sample DLLs.
4. Focus on your field of specialization.
5. Your Daily Lesson Log will be graded based on the rubric given below.
Rubric for grading Daily Lesson Log

Enrichment Activity:
Learning from the Learning Plans
Directions: By the help of the following questions, share your own recommendations and observations on how you
may use and enhance the three learning plans. (15 points)
Guide Questions Daily Lesson Log in English
Are the learning objectives aligned with the targeted

basic education curriculum competencies? Why do you
say so?
Is the plan of technology integration supportive of the

attainment of the learning competencies and learning
objectives? Explain your answer.
What significant principles in ICT integration do you

think are highly recommended in developing a
learning plan?
Rubric for grading:

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Module 1

Lesson 1: The K-12 Curriculum Framework

At the end of this lesson, you will be able to:

1. Strengthening Early Childhood Education (Universal Kindergarten)

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

 Use suspense and keep it fresh

3. Building Proficiency (Mother-tongue Based Multilingual Education)

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

5. Gearing Up for the Future

To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go into

The Department of Education, through the Bureau of Curriculum Development-Curriculum Standards

Summary of the Lesson:

RUBRICS FOR GRADING ASSESSMENT AND ENRICHMENT

Lesson 2: ICT-Pedagogy Integration in Learning Plans

At the end of this lesson, you will be able to:

Integrating Technology in Instruction

1. John Pisapia (1994)

2. International Society for Teaching in Education (ISTE)

3. Margaret Lloyd (2005)

4. Qiyun Wang and Huay Lit Woo (2007)

5. Bernard Bahati (2010)

Information and Communication Technology (ICT)

Conversational Framework of Laurillard (2002)

Three Fundamental Elements of ICT Integration by Wang (2008)

Interaction with content

Interaction with people

Social Interaction Technology

Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

Name:________________________________ Date:____________ Section:_______

A. Designing an IDEA Lesson Exemplar

1. Secure a copy of the 1st Quarter self-learning module English LM 7-10

B. Designing an ICT-Based Activity

At the end of this lesson, you will be able to:

Nature of Inquiry-Based Learning

Role of the Teacher

1. Prior knowledge and capacity

Problem-Based Learning and Project-Based Learning Nature of Problem-Based Learning

1. It is a power of independent and self-directed learning.

Benefits of Problem-Based Learning

1. Promotes self-confidence and motivation

For Baresh, Ali, & Darmi, 2019—EFL students:

 Enhances fluency in communication

For English as a Foreign Language ( EFL ) students, PBL:

 Enhances fluency in communication

Nature of Project-Based Learning/Project-Based Approach

1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).

2. Oral communicative competence (Bakar, Noordin & Rali, 2019)

3. Development of life skills (Wurdinger and Qureshi, 2015).

Summary of the Lesson:

Name:________________________________ Date:____________ Section:_______

For English major:

Rubric for grading Project-Based Output

At the end of this lesson, you will be able to:

• Objectives for student learning

(1) Outline learning objectives

(2) Develop the introduction

• What will I do to explain the topic?

(4) Plan to check for understanding

• What questions will I ask students to check for understanding?

Name:__________________________ Date: Section:_

Name:__________________________ Date: Section:_

Name:__________________________ Date: Section:_