Educational Technology

LA CONSOLACION COLLEGE
(Formerly: Sacred Heart Academy)

Bais City, Negros Oriental
PORTFOLIO
In
EDUCATIONAL TECHNOLOGY
In Partial Fulfillment
of the Requirement for
EDUC 6 (EDUCATIONAL TECHNOLOGY)
[FULL NAME OF STUDENT]

Student Teacher
ii
FOREWORD
The focus of Student Teaching Portfolio is observation of the learners, school
structure and the community. The student teachers have been exposed to the
school environment; they are expected to take note of the school and classroom
facilities, and the organizational set-up of the school. The PSTs shall observe the
behavior of the learners in the actual learning environment. Based on their
observations of learners, shall develop their understanding on feasible
approaches to facilitate learning considering the various phases of growth and
development. This includes the enhancement of the student’s communication
skills since they are expected to be adequate in the language they will be using
during their hands-on teaching in the remaining field studies.
The portfolio is a collection of documents that tells a story about you, illustrating
your professional growth and teaching achievements. It is a way of promoting
yourself that is dramatically increasing in popularity and which, if used correctly,
will work to your advantage.
Portfolios are used for a variety of reasons. A well-organized portfolio is an
important resource when you are conducting a job search. Educators who want
to stand out from the crowd use a portfolio as an added tool to secure a job offer
– not just any job, but an excellent offer.
It also showcases your relevant accomplishments, skills and experience – to
indicate the value you offer to the school districts you have targeted.
Demonstrates that you understand the needs and priorities of the school district –
as you tailor your portfolio toward the requirements your research identifies.
Illustrates your dedication to excellence – as you present a well thought out, well-
organized, concise display of your best work. Complements your job interview
because it provides documentation or other proof of your experience and skills.

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WELCOME TO
THE WOLRD
OF
TEACHING
SOCIAL REGARD
FOR LEARNING
PERSONAL LEARNING
GROWTH AND ENVIRONMENT
DEVELOPMENT
national
competency
based teacher
standards(NCB
COMMUNITY TS) DIVERSTY OF
LINKAGE LEARNERS
PLANNING,
ASSESING ,AND CURRICULUM
REPORTING
iv
PRE-SERVICE TEACHER’S PRAYER
I am a Student Teacher; I accept the challenge to be
sagacious and tenacious in teaching my students because I
believe every one of them can learn;
I will accept the responsibility to create a learning
environment conducive to optimum achievement
academically, socially and mentally;
Cultivate excellence for my students and myself;
Provide a model of decorum and respect that guides my
students as well as honour them;
Affirm superlative expectations for my students
and myself; and
Cherish every student under my tutelage.
I am a student teacher; I can change the world as I change
one student at a time.

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PERSONAL EDUCATION PHILOSOPHY
The philosophy is the people must believe in something. According to John
Dewey, education is by its nature an endless circle spiral. It is an activity, which
includes science, because in its process, it raises problems to be studied which
then reacts upon demanding more through, more science in an everlasting
sequence. This definition of education makes it imperative to a person to have a
philosophy of education and beliefs in the function of teaching.
A teacher should believe in the intended processes and activities to produce
desirable changes in the behavior of students. We must believe in the capacity to
effect these changes, promote and facilitate these changes through the mastery
of the subject matter and the use of appropriate methods and techniques of
teaching.
A teacher also functions as manipulator of teaching learning situations. As
manipulator, she believes in her ability to create a series of operations directed to
change specific behavior. These are just the parts of a teacher’s educational
philosophy.
As a student teacher, she must believe in something that will eventually help her
in setting the goal of her life. This will focus on the values and objectives of the
new social order; the will to help the teacher in analyzing and organizing her
objectives; crystallizing the thoughts that will serve as a guide to prevent a
teacher from getting lost their maze of her many-faceted chores. The school
occupies premier place in the construction of the society, particularly in the
matter of changing the attitudes toward community. The role of the teacher will
be a crystallizer and an evaluator of the educational program under the
democratic society.
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(FORMERLY: SACRED HEART ACADEMY)
La Consolacion College - Bais (also referred as LCC) is a private,
Catholic, co – educational institution of learning owned and administered by the
sisters of the Order of St. Augustine (OSA) in the Philippines. It is located in the
corners of Aglipay, Mabini and Villanueva Streets, Bais City, Pilippines.
The school established on 1947 as Sacred Heart Academy or SHA by Sr. Cecilia
Montenegro, Sra. Antonia Teves, Sra. Marie Vicente, Sra. Josefa de Guia and Dr.
Eladio de Guia and fifty – nine years later the school was under the administration
of Augustinian Sisters of Our Lady of Consolation. The school is the second oldest
Catholic School in the province of Negros Oriental. Sacred Heart Academy later
became La Consolacion College of Bais City officially opened on 13th of June 2007.
The Commission on Higher Educaton (CHED) later approved the school’s
application to open a Tertiary Level education under the new name with courses
for Bachelor’s degrees in Elementary and Secondary, Information Technology,
Hotel and Restaurant Management, Office Administration and Associate in
Computer Technology. Sister Carmeli Marie Catan is the first President of LCC –
Bais.
As a catholic school, LCC – Bais gives primary importance to the spiritual life of its
students, faculty and personnel. It is a Catholic learning institution with students
from Preparatory, Elementary, High School and College. Through the integration
of Christian formation program, it hopes to produce professionally competent
servant – leaders with Christian Catholic nationalist values that will preserve the
nation’s patrimony by actively participating in the building of the Basic Christian
Community School, in their communities and in the church. And its overall goal is
to provide quality and excellent Catholic education which will empower students to
respond to the challenges of higher learning.

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LCC VISION, MISSION, GOALS AND CORE VALUES
LCC VISION
Inspired by a Compassionate Christ, we envision a Catholic Augustinian Education
in LCC-Bais City; a Christ-centered, academically-innovative, culturally-responsive
and globally-competent community, committed to evangelizing and witnessing the
Gospel values towards integral transformation.
LCC MISSION
Live out the gospel values and nurture a Christ-centered, compassionate and
service-oriented community of friends;
Institutionalize all departments and offices as an effective tool for an enduring
service to the Church;
Grant financial and other assistance to “the lost, the least and the last.”
Harvest, ethical, morally upright, intellectually competent and world-competitive
graduates; and
Teach and integrate religion as the core of the curriculum.
LCC GOAL STATEMENT
This Goal Statement of La Consolacion College – Bais City draws its strength
from its being Christ-centered, academically-innovative institution of high
learning. Specifically, it will;
Lead in the preservation of God’s creation;
Offer opportunities for its faculty and staff professional
growth and development
Collaborate and link with government, NGOs and Pos
for sustainable community development;
Advocate for a Christ-centered, morally upright,
globally competent and nationalist graduates;
Teach and integrate religion as a Core of the Curriculum;
and
Empower the poor and the Basic Ecclesial Communities.

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CORE VALUES
Patriotism and Industriousness
Responsible Nationalist Filipino
Interconnectedness and faithfulness with God and Others
Creativity
Environment Friendly
Loving and Caring
Ecological Steward
Self-giving and service to the poor
Sensitivity to the needs of other
Student Attributes
Knowledgeable
Nationalist
Openness
World Class Technocrat
Lover of Truth, Freedom, Justice and Peace
Ethical and just leadership
Democratic
Godly
Environmentalist
Graduates Outcomes
Christ-centered,
Honest,
Research Oriented,
Intellectually Competent,
Service and Community Oriented,
Thinker, Creative and Restless Truth Seeker,
Innovative
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Augustinian spiritually, and
Nationalist Filipino
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TEACHER EDUCATION DEPARTMENT

VISION
The Teacher Education Department (TED) envisions for a holistic
transformation and development of the knowledge, skills and attitudes of the
students to become good stewards of God’s creation.
MISSION
Graduate shall be equipped with functional knowledge and manifest their
kills in:
v Christian values and practices
v Research
v Internalization of spirituality with the community, God and his creations.
v Appreciation and integration of the Christian Values in daily life through
community service.
v Fellowship of education creed as catalyst of positive change
v Acquisition of knowledge on the theories and principles of teaching that can
respond effectively to the demands of the Philippine Educational system
CORE VALUES
v Christ centered
v Honest, Loving and Caring
v Responsible
v Interconnectedness with God and His Creation
v Self-giving
v Trustworthy
v Environment Friendly
v Nationalist Filipino
STUDENT ATTRIBUTE
v Content Knowledge and Pedagogy (CKP)
v Critical Thinking Skills
v National Identity
v Ethics
v Leadership
v Proficiency
v Bilingual
GRADUATE OUTCOME
v Christ Centered
v Research Oriented
v Intellectually competent
v Community –engaged
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v Ecological Steward
v Service committed
SPECIFIC OBJECTIVES
The Teacher Education Department shall;
1. Offer programs for Elementary, Secondary and Technical-Vocational
Teacher Education.
2. Provide specialization and major studies in Mathematics, Language
3. Expand its offering to graduates of non-education degrees, who opt to
become teachers as their second career, through the Teacher Certificate
Program wherein the students shall take 18 units of Professional education
courses and 12 units of experiential learning, in compliance with R.A. 7836
(The LET Law) to qualify them to take the Licensure Examination for
Teachers. (Sec. 8, Art, III, CMO # 52, s.2007)
GOAL STATEMENT
The Teacher Education Department shall product competent and skilled teachers
with functional knowledge in Christian value, and in the field of social sciences,
Science AND Technology fields, the humanities and related fields, and technical-
vocational education.
Specifically, the BEEd aims to develop elementary school teachers who are
either generalist who can teach across the different learning areas in the grade
school, special education teachers or preschool teachers.
The BSEd aims to develop high school teachers who can teach in one of
the different learning areas in high school like mathematics, Physical Sciences,
Biological Sciences, English, Filipino, among others.
COMPETENCY STANDARDS FOR TEACHER EDUCATION GRADUATES

Evaluate and periodically assess the learning activities to align with the school’s
VMGO as a Catholic and Augustinian School;
Demonstrate and practice professional and ethical standards in the teaching
profession;
Understand how educational processes relate with historical socio-political and
environmental conditions;
Contextualize varied teaching skills, approaches and strategies to address the
needs of the diverse types of learners;
Apply creative, collaborate and critical thinking teaching approaches and assess
the effectiveness of such approaches in improving the student learning;
xii
Teach and practice ethical standards in personal teaching and professional

actions;
Offer higher level literacy, communication, numeracy, thinking and learning skills
to self and the learner: and employ
Research-based teaching and learning.
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TABLE OF CONTENTS
Title Page
Foreword ii
Welcome To The Wonderful World of Teaching iii
Pre-Service Teachers’ Prayer iv
Personal Educational Philosophy v
Brief Description of La Consolacion College vi
LCC Vision, Mission, Goals and Core Values vii
Teacher Education Department Vision Mission, Specific Objectives,
Goal Statement, & Competency Standards x
Table of Contents xiii
Reflective Journals 1
Module 1: Educational Technology: Its meaning and importance 2
Module 2: The roles of Educational Technology in learning 11
Module 3: Systematic Approach to Teaching 17
Module 4: The Cone of Experience 26
Module 5: Using and Evaluating Instructional Materials 35
Module 6: Direct, Purposeful Experiences and Beyond 41
Module 7: How to use technology in the 21st century Education 46
Module 8: E-Learning: How to deliver an engaging virtual classroom
presentation using technology 49
Module 9: How to use google meet for remote and online learning 52
Module 10. How to use google meet for remote and
online learning 55
Module 11. Best App for online presentation or demo teaching 58
Module 12. Conducting online class with classin 62
Module 13. Creating lesson video using mobile android phone/mobile
instructional reading 65
Module 14. How to create video using PowerPoint with audio recording 68
xiv
Module 15. How to make instructional video with narration using
PowerPoint 71
APPENDICES 74
Appendix “A” – PPST – Philippine Professional Standards for Teachers 75
Appendix “B” – Screenshots of different educational tools used by the
teachers during the demo teaching 77
Appendix “C” – My Career Plan 81
Appendix “D” – My Portfolio Assessment Tool 82
Appendix “E” – My personal assessment of learning acquisition via
Synchronous/asynchronous modality 83
Appendix “F” – Code of Ethics for Professional Teachers 84

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO 1
THE
REFLECTIVE
JOURNALS
MODULE 1:
EDUCATIONAL
TECHNOLOGY:
ITS MEANING AND
IMPORTANCE
MODULE 1
EDUCATIONAL TECHNOLOGY: ITS MEANING AND IMPORTANCE
Introduction:
Hello Future Educators, welcome to our learning module one which dwells
on the meaning of Educational Technology. We shall start this course with a
comprehensive understanding of the term educational technology.
We sometimes think that educational technology is limited to tools and
equipment, but we were made to understand that educational technology is more
than material for it also includes processes, procedures, and activities, instructional
and curricular designs, learning environment and systems.
Educational Technology is hardware and more, hence, this module will
guide you for a better understanding on this subject which is very relevant and
necessary for teachers in the delivery of effective instruction as well as the
students’ agility in acquiring knowledge and skills in the different disciplines in the
K to 12 basic Education curriculum.
It is hoped that you will start embracing the utilization of educational
technology in honing your knowledge, skills and attitudes in learning.
Learning Outcomes:
At the end of this module, you are expected to:
Ø Relate educational technology to instructional technology, technology
integration and educational media.
Ø Show specific examples of innovative educational technology tools that can
be used by teachers and its benefits; and
Ø Appreciate the contribution of technology in facilitating students’ learning
outcomes.
Readings/References:
Ø New Technologies in Education Today, www.teachthought.com
Ø Meaning of Educational Technology, www.educationaltechnology.net
Ø Technology as Partner in Learning, www.prexi.com
Ø Examples of classroom technology that Improves Education,
www.blog.neolms.com
Ø Educational Benefits of Technology, www.blog.neolms.com
Textbook Reference: Educational Technology (any author)
Learning Activities:
Pre-Assessment: Do you have prior knowledge on this topic? Try answering the
following questions:
1. What is educational technology?
Educational technology is a complex, integrated process involving people,
procedures, ideas, devices, and organization for analyzing problems and
devising, implementing, evaluating, and managing solutions to those
problems, involved in all aspects of human learning.
2. How does educational technology differ from technology inn education?
Educational technology is a complex, integrated process involving people,
procedures, ideas, devices, and organization for analyzing problems and
devising, implementing, evaluating, and managing solutions to those
problems, involved in all aspects of human learning. Technology in Education
is the application of technology to any of those processes involved in
operating the institutions which house the educational enterprise. It includes
the application of technology to food, health, finance, scheduling, grade,
reporting and other processes which support education within institutions.
3. How do educational technology, instructional technology, and technology
integration relate to one another?
Technology integration is part and parcel of instructional technology, while
the instructional technology is a part of educational technology, where
educational technologists often employ the term instructional media to
represent all of the devices that teachers and learners use to support learning
4. What are the benefits of educational technology?
ü Increases students’ motivation, self- esteem and self-confidence in
academic achievement
ü Supplies stimulating environments that encourage student
involvement in the learning process
ü Promotes higher-level thinking skills
ü Offers students diversity, self-paced learning and opportunities for
individual growth and self- expression
ü Provides students with unique opportunities to apply skills and talents
and to interact with others in non-threatening environments
ü Changes teacher’s role into positive directions
ü Inspires students and teachers by making learning exciting and
interesting
ü Fosters the development of leadership abilities and teamwork
ü Supports new instructional approaches: cooperative learning, inquiry

approach, problem-based learning, project-based learning and
multiple intelligences
ü Provides unique opportunities for students to practice, demonstrate
and critique communication skills
ü Supplies information through multisensory delivery channels, allowing
students with various learning styles to assimilate and apply
knowledge
ü Expands classroom “walls” and links students and teachers in national
or international exchanges
Task 1. Brainstorming: In two minutes, write down anything that comes to mind
when you hear the phrase educational technology. Read what you wrote during
our virtual class.
Instructional
Environment
Learning
Advance
Materials
Educational
Technology
Online Instructional
Learning Technology
Theories and
Convenience
Practices
Task 2. Think-Pair-Share. Discuss with your partner, the different educational

technologies that can be used by the teachers to improve the delivery of teaching-
learning processes.
• Tablets – using handheld devices as digital textbooks can enable students
and teachers to have greater interaction with the material through mixed
media.
• Video conferencing – high-speed Internet can connect lecture halls in

different parts of the world and allow students and teachers in different
locations to participate in the same lessons.
• Smartboards – interactive, connected display boards can take the place of
whiteboards in most classroom environments. This type of boards offers a
much better, engaging and interactive experience for students. They can be
used to display videos and photos alongside hand-written notes to create a
multimedia approach to presenting material. Since they are easy to use,
they can also function as an aid for students when delivering classroom
presentations.
• Augmented Reality (AR) – AR devices allow students to experience their
lessons as if they were right in front of them. For example, medical students
can see a 3D model of anatomy and interact with it in a virtual environment.
However, AR will surely become a staple in classrooms in the future, as
students of all ages can benefit from an interactive learning experience.
• Cloud servers – Students are able to access all of the materials they need
through the cloud. This could eliminate the need for the traditional computer
lab or expansive library facilities. Not to mention the fact that schools save
a lot of money by ditching on-premises servers, which are expensive and
require more personnel to run. Instead, they have time to focus more on
professional development for teachers.
• 3D printing – This technology has the potential to change the way students
learn about engineering, giving them the opportunity to design and produce
prototypes easily. It also can be used to create accurate 3D models for
science classes or art projects.
Analysis/Abstraction:
Ø How did you accomplish the tasks?
I accomplish the task through the aid of reference books and internet
sources. Also, I find the activity a little bit reflective, or something that goes
back to us since it is more about decision making and conceptualization of
our understanding about educational technology.
Ø Based on your sharing, why do you think educational technologies are very
important nowadays especially in education?
It is important as it encourages students’ involvement, expand
cooperative learning, offer challenging opportunities that promote risk
taking and prepare students for the working environment where technology
skills are imperative for job searching and training.
Ø Are there words that are related in your discussion? If yes, how are they
related?
Yes, M-learning (Mobile Learning) which emphasizes mobility,
which allows for altered timing, location, accessibility and context of
learning, its purpose and conceptual principles are those of educational
technology.
Ø What conclusion can you draw on what most people think educational
technology is?
Educational technology is the study and ethical practice of facilitating
learning and improving performance by creating, using and managing
appropriate technological processes and resources. Educational
technology makes the educational process systematic and Scientific. It has
provided a scientific foundation to educational process. It makes teaching,
learning and training scientific, objective, simple and interesting.
Educational technology applies the products of science, scientific theory
and principles and discoveries to strengthen the process and organization
of education.
Application:
1. Explain what educational technology is by using this graphic organizer.
the use of tools,

technologies,
processes,
procedures,
resources, and
strategies to improve
learning experiences
is sometimes also It is a systematic,

known as iterative process for
instructional designing instruction
technology or or training used to
learning technology. improve performance.
Educational
Technology
is based on theoretical
knowledge from different
The study and disciplines
ethical practice of (communication,
facilitating learning psychology, sociology,
and improving philosophy, artificial
performance intelligence, computer
science, etc).
2. Differentiate between education technology from technology in education

by the help of these arrows. The directions of the arrows suggest that they
differ.
Education Technology is a Technology in Education is the

systematic, iterative process for application of technology to any of
designing instruction or training those processes involved in
used to improve performance operating the institutions which
house the educational enterprise.
3. Are the chalkboards and other traditional learning equipment also included
in the term educational technology? Support your answer
Yes, because chalkboards and other traditional learning equipment
are human invention and/or discoveries that satisfy educational needs and
desire like learning.
4. Accomplish this Learning Bank:
Dividends
Deposits
(How I would use what I learned
(What I Learned)
in my life)
The most important thing that I took I am now better prepared to create
away from this class is that a digital age classroom. This
technology is a large part of today's includes teaching students about
education. It is very important to be new technology, how it should and
able to not only use technology should not be used, assessing
today, but also have the ability to students with technology, and
learn new technology. This class inspiring creativity. These
gave me the skills necessary to components involving technology
integrate my classroom with have created a path for me to be
technology more efficiently. This the best educator I can be.
benefits not only the students but
also assists me as an educator.
This class has sharpened my skills
with technology that I was already
familiar with. It also has shown me
a few new technologies that I will be
able to use in my own future

classroom.
5. Describe the benefits of educational technology through a graphic organizer.
Improves
engagement
Enhance Improves
traditional ways knowledge
of teaching retention
Educational
Technology
Students can
Encourages
learn useful life
individual
skills through
learning
technology
Encourages
collaboration
Assessment:
Reflect on your learning in this module and integrate your insights of the ACADEV
WEBINAR IN EDUCATONAL TECHNOLOGY (if you have joined) . Write your
reflections in the template below.
I learned that… technology is plays a very important role in the field of education.
Technology has changed the learning environment so that learning can be easily
delivered online. Schools throughout the nation are being challenge with the
sudden shift of teaching modalities due to this pandemic. Through technology, and
with the aid of online application tools, online classes can be interactive, too. For
this reason, the webinar presented different applications which teachers can use
in their online teaching.
I feel that… the different applications introduced during the webinar is very useful
in making the online class interactive, engaging and fun. It made me feel that,
despite the challenge of virtual classes that are susceptible to many distractions,
these applications are a great help in addressing the current problem that we faced
today. Technology, indeed, has bring together students from different parts of the
world.
I realized that… technology plays an important role in education. Not only does it
provide additional information, it also has developed online tools and applications
which can aid in distance and online learning. I realized that, with the current
pandemic that we face today, we are privilege to be given the chance to have
access to online learning through the so called webinar which is a technological
tool. We are blessed to have found help in the midst of these challenging times.
When I become a teacher, I will… continue to engage in educational technology
for me to be able to cope with the fast-changing needs of the students inside the
classroom. This includes teaching students about new technology, how it should
and should not be used, assessing students with technology, and inspiring
creativity.
MODULE 2:
THE ROLES OF
EDUCATIONAL
TECHNOLOGY IN
LEARNING
MODULE 2
THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Introduction:
Welcome to this learning module on the roles of educational technology in
learning!
After understanding the comprehensive meaning of educational technology,
let us now dwell on the roles of educational technology and whether it is a boon or
bane in the teaching-learning process.
It is being observed that the younger generation of teachers is admittedly
better than the older generation of teachers when it comes to the use of the most
recent technology, like the computer. The younger crop of teachers, unlike the
older generation, was blessed with basic computer courses in their college
curriculum. But if the older group of teachers would like to remain responsive and
relevant by keeping their teaching fresh, interesting and challenging, there is no
choice but to learn how to use them.
It is part of your continuing professional development to become a “digital
native’ and not remain ‘digital immigrant”. It is good to become a “netizen” or a
“screen age’ able to participate not only in seminars but also in “webinars”.
As future teachers of the 21st Century learners, you need to master your craft
with technology integration in the teaching-learning process, thus ensuring
effective learning outcomes.
Learning Outcomes:
At the end of this module, you are expected to;
Ø Describe with concrete examples the roles of educational technology in
learning.
Ø Demonstrate the difference between technology as a teacher and
technology as partner in learning.
Ø Appreciate the value of using technology in the teaching-learning process.
Ø Role of Technology in Learning from the Constructivist Perspectiv e,
Jonasse, et.al., 1999), www.slideshare.net
Ø Role of Technology in Learning from the Traditional Point of View,
www.pinolgliceala.wordpress.com
Ø The Role of Educational Technology in the 21st Century, www.knowing
technologies.com
Textbook reference: Educational technology 1(any author)
Learning Activity: Reminisce your learning experiences in school. Recall specific

ways by which the use of educational technology helped you learn. Share your
experiences with the group during our virtual class.
Technology has been playing an important role in education. If I were to
recall my experiences in school, I remember being exposed to using computer
when I was in high school. I had my computer class with which we are introduced
to different parts and functions of computers as well as basic programming.
Although that was theoretical, I could say that educational technology connects us
to learning in ways that we were able to easily access information online to aid us
in accomplishing our task at school such as research papers, feasibility studies,
business plans and many others. It paved way to additional knowledge in topics
that is quite vague and confusing.
Analysis: Based on the experiences shared, which greater role did technology
play in your learning experiences? technology as teacher or technology as partner
in the learning process? Why?
I believe that its technology as partner in the learning process because it
only serves as an additional inputs and guide to my learning journey. It provides
information, inputs knowledge but, throughout my learning journey, it is the teacher
that facilitated my learning – making every lesson and learning material captivating
and enticing for us to be engaged with the lesson.
Abstraction:
From the traditional point of view, technology serves as a source and
presenter of knowledge. It is assumed that knowledge is embedded in the
technology (example: the content presented by films and TV programs or the
teaching sequence in programmed instruction) and the technology presents that
knowledge to the student (David Jonassen, eet.al., 1999).
Technology like coputer1999) also claim that the proper implementation of
technology in the classroom gives students more control of their own learning and
tends to move classrooms from teacher-dominated environment to ones that are
more learner-centered. The use of technology in the classroom enables the
teacher to do differentiated instruction considering the divergence of students’
readiness levels, interests, multiple intelligences and learning styles.
Technology also helps students become lifelong learners.
Note: Go to the net and read more from other authors regarding the importance
of technology in learning.
Application: Check your level of understanding on the content of this learning
module by answering the following exercises:
1. Based on the roles of educational technology from the constructivists’

perspective, identify under which role and process is illustrated by each of
the following:
• Water samples from ponds, streams and faucets were analyzed
locally, then transmitted to researchers who pooled the data and
returned them to all sites., where students drew conclusions and
compared them with those of other classes (Jonassen, 1999)
Technology as information vehicles for exploring knowledge to
support learning-by-constructing
• Students were asked to give a graphic presentation of the causes
and effects of alcoholism.
Technology as intellectual part to support learning-by-reflecting
• Students were asked to conduct an in-depth research on the causes
and effects of global warming by the extensive use of books, journals
and the internet and to give a power point presentation of their
findings.
Technology as tools to support knowledge construction
• Students were assigned to gather proposals from various sectors on
how to solve the present rice crisis and on how to prevent the same
in the future and make a video presentation on their interest.
Technology as social medium to support learning by
conversing.
• Student groups were asked to read and analyze a comic strip and
present their own thinking also by way of a comic strip.
Technology as context to support learning-by-doing
Assessment: Provide appropriate answers to the following questions:
1. Why do you use technology in teaching?
Answer this question based on what you learned from the lesson. Present
it in your own creative way, other than merely enumerating them.
We use technology in teaching as it creates opportunities for students
to do meaningful work in:
a. Sports/games
b. Science and experiments
c. Music and Art
2. Is there anything pedagogically wrong with the traditional use of technology

as a presenter of knowledge like the teacher as a source of knowledge.
Explain your answer.
No, I think Technology can allow teachers to present authentic
information from other perspectives, and can improve collaboration
between students. But of course, teachers who rely too much on technology
without making pedagogical considerations risk alienating students from
their learning space; provided that the teacher-student relationship is still
emphasized, I think presentations that incorporate technology should be
perfectly acceptable.
3. The constructivists’ thinking is this: Technology cannot teach students.
Rather, learners should use technologies to teach themselves and others.
Meaningful learning will result when technologies engage learners in:
• knowledge construction, not reproduction
• conversation, not reception
• articulation, not repetition
• collaboration, not competition
• reflection, not prescription
4. Do you agree with the constructivists?
Discuss your answer.
Yes, I agree. We are use technology as a tool in constructing

knowledge – to learn and to educate ourselves and others.
5. Using the table given below, give 3 uses or functions of educational
technology as categorized in the two columns:
Technology as Teacher Technology as partner in Learning
1. Showing a cooking procedure The use of 3D map in identifying a
and recipe through a video. geography of an area.
2. Allowing the students to follow Film showing through a projector

dance steps through YouTube. screen about the Philippine History,
and students will write a reflection
about the film.
3. Using Microsoft excel for your The use of computers for video
computations. conferencing between students and a
teacher during lockdown to continue
the learnings of the students.
MODULE 3:
SYSTEMATIC
APPROACH TO
TEACHING
MODULE 3
SYSTEMATIC APPROACH TO TEACHING
Introduction:
Welcome to our learning module on systematic approach to teaching which
views the entire educational program as a system of closely interrelated parts. It is
an orchestrated learning pattern with all parts harmoniously integrated into the
whole: the school, the teacher, the students, the objectives, the media, the
materials, and assessment tools and procedures. Such an approach integrates the
older, more familiar methods and tools of instruction with the new ones such as
the computer.
The system’s approach to instruction is simple in theory but far from being
simplistic in practice. It is not just a matter of teacher formulating his/her lesson
objective and then directly teaching the student. There are a lot of elements or
factors that the teacher has to take into consideration – learners’ needs, entry
knowledge and skills, interests, home background, prior experiences,
developmental stages, nature and the like.
The purpose of a system instructional design is to ensure orderly
relationship and interaction of human, technical, and environmental resources to
fulfill the goals which have been established for instruction (Brown, 1999).
This module will guide you to connect systematic approach to teaching to
outcomes-based teaching and learning.
Learning Outcomes:
Ø Define system’s approach to teaching and its elements;
Ø Connect systems approach to instruction to outcomes-based teaching and
learning; and
Ø Appreciate the value of a systematized instruction.
Readings:
Ø Systematic Approach to Teaching
Ø The Phases of a Systematic Approach to Teaching
Ø Importance of a Systematic Instruction
Reference: Educational Technology 1 (any author)

Internet Resource
Learning Activity:
Task 1. Do research on systematized instruction. With the use of graphic
organizer, present the different elements or parts of a systematized instruction with
the learner at the center.
Define
objectives
(Identify
Content)
Choose
Refine the
Appropriate
Process
Methods
Choose
Evaluate
Appropriate Learners Outcomes
Experiences
Select
Material, Implement the
Equipment, Instruction
and facilities
Assign
Personnel
Roles
Task 2. Below is the diagram on Outcomes-Based Teaching-Learning.

Compare/Contrast this scheme with the System’s Approach to instruction.
Establishing
Learning Outcomes
Teaching-
Learning
Outcomes
• Establishing Learning Outcomes – are set at the program, course, and

module levels. They help us determine what we expect students to
demonstrate following the completion of the course or module, rather than

simply outlining what is to be taught.
• Teaching - Learning Outcomes – are statements that describe the
knowledge or skills students should acquire by the end of a particular
assignment, class, course, or program, and help students understand why
that knowledge and those skills will be useful to them.
Analysis
Ø Who is at the center of the chart or graph? The Learner
Ø What does the central location in the chart or graph mean?
The Learner is the focus of the systematic instructional planning
because all the elements’ functions around the learners needs, interest and
readiness.
Ø What are the steps of the instructional process or the parts of a systematic
instruction?
The 6 steps of the instructional process:
Step 1: Define the instructional objective.
Step 2: Choose an appropriate teaching/prompting strategy and materials.
Step 3: Determine the data collection method.
Step 4: Implement the instructional strategy and collect data.
Step 5: Evaluate your data.
Step 6: Refine the process and make decisions based on data.
Ø What does each step mean?

Step 1. Define the instructional objectives – it means that you are going to
understand or define the direction or learning outcomes of your instruction.
Step 2. Choose an appropriate teaching/prompting strategy and materials
– you must know the right teaching strategy to use based on the multiple
intelligence and learning styles of the learner.
Step 3. Determine the data collect method – you should know your
quantitative data collection method in order to measure and analyze
someone’s performance.
Step 4. Implement the instructional strategy and collect data – this is the
implementation of strategies. Instructional strategies are techniques
teachers use to help students become independent, strategic learners.
These strategies become learning strategies when students independently
select the appropriate ones and use them effectively to accomplish tasks or
meet goals.
Step 5. Evaluate your data – you are going to check, evaluate, test your
data as to validity and reliability.
Step 6. Refine the process and make decisions based on data – it is
connected with step 1 wherein you will make decisions based on the data
for the improvement of the process.
Ø In what way does the chart or graph show the systematic or system’s
approach to instruction?
The chart shows that each step in the system approaches to
instruction are interrelated with each other. It is an orchestrated learning
pattern with all parts harmoniously integrated into the whole.
Ø Are the elements or phases of instruction independent of one another or do
they relate to one another?
The phases or elements of instruction are connected to one another.
If one element or one phase of the instructional process fails, the outcome
which is the learning is adversely affected. The attainment of the learning
objectives is dependent on the synergy of all elements and all the factors
involved in the process.
Abstraction
The systems approach views the entire education program as a system of
closely interrelated parts. It is an orchestrated learning pattern with all parts
harmoniously integrated into the whole: the school, the teacher, the learners, the
objectives, the media, the materials, assessments and procedures. Such an
approach integrates the older more
familiar methods and tools of instruction with the new ones such as the computer.
The elements or phases are connected to one another. If one element or
phase of the instructional process fails, the outcome which is learning is adversely
affected. The attainment of the learning objective is dependent on the synergy of
all elements and of all actors involved in the process.
The purpose of a system instructional design is to ensure orderly
relationships and interaction of human, technical and environmental resources to
fulfill the goals which have been established for instruction.
The use of learning materials, equipment and facilities necessitates
assigning the appropriate personnel to sit the teacher and defining the role of any
personnel involved in the preparation, setting and returning of these learning
resources. The effective use of learning resources is dependent on the expertise
of the teacher, the motivation level or responsiveness, and the involvement of the
learners in the learning process.
With the instructional objective in mind, the teacher implements planned
instruction with the use of selected teaching method, learning activities and
learning materials with the help of other personnel whose role has been defined
by the teacher.
If we reduce the phases of a systematic approach to instruction, the phases
may boil down to three. The first of these three is formulation of instructional
objectives, the second is the process of instruction itself, and the third phases is
assessment of learning which will once more lead to the formulation of instructional
objectives.
In short, a systematic approach to instruction is a network of elements or
parts different from one another but each one is special in the sense that each
performs a unique function for the life and effectiveness of the instructional
process.
Application
Test your understanding of a System’s Approach
A. Put a check before the item that characterizes a systems approach o
instruction and an X for the item that does not characterize a systems
approach.
_✓___1. The function of one part can be performed by another part of the
system
_✓_ 2. One element can be substituted by another element in the system.
_✓_ 3. There is interaction among parts of the system.
_✓_ 4. Elements are independent of each other.
✓ 5. There is interdependence of elements.
_✓ 6. The phases of instruction are viewed in isolation.
Assessment:
Here are Instructional Design Questions (Marzano, 2007) that pertain to an
effective classroom instructional design.
How do you respond to these questions if you are the teacher?
1. What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
Clear goals establish an initial target. Feedback provides students
with information regarding their progress toward that target. Goal setting
and feedback used in tandem are probably more powerful than either one
in isolation. And always remember to commend achieve goals.
2. What will I do to help students effectively interact with new knowledge?

ü Allowing them to identify the objects
ü Preview the content
ü Organize students into groups
ü Present new information in small chunks
ü Reciprocal Teaching
ü Concept attainment
ü Ask questions
3. What will I do to help students generate and test hypotheses about new
knowledge?
Enhance students' understanding of and ability to use knowledge by
engaging them in mental processes that involve making and testing
hypotheses. The generating and testing of hypotheses can be approached
in an inductive or deductive manner.
4. What will I do to engage students?
In order me to engage students into learning, connect teaching to
real life situations. One key way to involve students in their learning is to
make sure the material speaks to them.
Make use of students' interests and fascinations and give them
choices. Hook their interest with fun transitions and teach them to monitor
their own skills.
5. What will I do to establish or maintain classroom rules and procedures?
ü Set clear instructions as to the rules and procedures of the class
ü Give timely and relevant feedback
ü Respect everyone. Treat other people the way you want to be
treated.
ü Let students know that they are responsible for their own learning
ü Make the classroom free from bullying, intimidation and
discrimination.
ü Set yourself an example for the rules that you have established.
6. What will I do to recognize and acknowledge adherence to classroom rules
and procedures?
When students do a good job at following rules and procedures, their
willingness to be a positive influence in the class should be recognized and
acknowledged. Conversely, when students do not follow classroom rules
and procedures, their behavior that detracts from learning should be noted.
7. What will I do to establish and maintain effective relationships with

students?
ü Be concern with your student’s growth and progress

ü Provide appropriate feedback – be it a constructive feedback or a
commendation
ü Make learning fun and exciting by presenting activities that could
boost their confidence and social interaction
ü Ensure that the learning environment has a positive ambiance, safe
and conducive for growth.
ü Be approachable
8. What will I do to communicate high expectations for all students?
There are two important ways on how to communicate with high
expectations to students. First, communicate clear expectations. Be specific
in what you expect students to know and be able to do. And the second is,
create an environment in which there is genuine respect for students and a
belief in their capability. Encourage students to meet expectations for a
particular task. Offer praise when standards are me.
9. What will I do to develop effective lessons organized into a cohesive unit?
The best way to develop effective lessons organized into a cohesive
unit is to segregate each unit according to its degree of difficulty and
relevance. If there any aspect in the unit that didn’t work out, we can
restructure the organized unit to create a better and improved one.
10. What will I do to help students practice and deepen their understanding of
new knowledge?
ü Implement and teach questioning techniques to help students
develop a deeper understanding of content.
ü Explicitly teach important content vocabulary in a meaningful way.
ü Model and practice skills and strategies through guided practice and
independent practice activities.
ü Build students' background knowledge and experiences through
meaningful connections to content.
ü Implement and teach questioning techniques to help students
develop a deeper understanding of content.
ü Provide multiple opportunities for inquiry based problem solving
experiences.
ü Model and teach students to compare and contrast skills, content,
and knowledge.
ü Use technology to analyze data, create lessons, and engage

students in learning.
ü Explicitly teach literacy skills to improve reading and writing
proficiency in all content areas.
ü Model and teach students to summarize their learning throughout
their learning experience.
MODULE 4:
THE CONE OF
EXPERIENCE
MODULE 4
THE CONE OF EXPERIENCE
Introduction:
After our discussion on the System’s Approach to instruction, in this learning
module, we are going to tackle Edgar Dale’s Cone of Experience to get acquainted
with various instructional media which form part of the system’s approach to
instruction.
The two M’s of instruction, Media and materials, are actually the elements
of this Cone of Experience which we are going to discuss in this learning episode.
Learning Outcomes:
Ø Analyze Edgar Dale’s Cone of Experience;
Ø Draw the implications of the Cone of Experience to the teaching-leaning
process; and
Ø Show appreciation on the varied experiences that the learners must
undergo to enhance one’s creative and critical thinking skills.
Ø The Cone of Experience by Edgar Dale
Ø Bruner’s Three-Tiered Model of learning
Pre-Assessment: Check your prior knowledge on this lesson by answering the
following queries;
Ø How do you describe the Cone of Experience?
The cone experience is a visual model, a pictorial device that
presents bands of experience arranged according to degree of
abstraction and not degree of difficulty. The farther you go from the
bottom of the cone, the more abstract the experience becomes.
Ø Can the Cone of Experience enhance the teaching-learning outcomes?
Dale's cone of Experience provides teaching and learning models
that allows teachers to understand how to increase the retention rate of
learners by involving the learner. This means that while the learner
participates and get involved in the learning process by expression, they
awaken the sensory organs. Teachers must therefore understand Dale's
cone of experience in order to increase retention and understanding
since this means effective teaching.
Ø What are the implications of the Cone of Experience to teaching?
• We do not use only one medium of communication in isolation.

Rather we use many instructional materials to help the student
conceptualize his experience.
• We avoid teaching directly at the symbolic level of thought without
adequate foundation of the concrete. Students’ concepts will lack
deep roots in direct experience. Dale cautions us when he said:
“The rootless experiences will not have the generative power to
produce additional concepts and will not enable the learner to
deal with the new situations that he faces.” (Dale, 1969)
• When teaching, we don’t get stuck in the concrete. Let us strive
to bring our students to the symbolic or abstract level to develop
their higher order thinking skills.
Task 1. Draw the Cone of Experience by Edgar Dale from the website. Study and
analyze how the elements are arranged from the bottom up or from up down.
Analysis:
Ø What are the learning aids found in the Cone of Experience?
The learning aids found in the cone of experiences are the use of
variety of medium in learning is good, strong foundation of new
learning’s rooted from concrete experiences and that learning must be
bring forth to abstract level as much as possible.
Ø How are the experiences of reality arranged in the cone of Experience?

The experience of reality is arranged in the coned of experience from
concrete, active actual to the least tangible one. The cone of
experiences is also arranging from (more complex) the activities that
require the use of all the senses to the activities that require least use of
the senses.
Ø Which way is close to the real world?
The cone of experiences the closest to the real world was the first
one in the bottom. It is the direct purposeful experiences.
Ø Which way is farthest from the real world, in this sense, most abstract?
The farthest and the most abstract are at the top of the cone which
is the verbal symbols. It only requires sense to this activity.
Ø Do the bands of experience (e.g. direct experience, contrived
experience, etc.) follow a rigid, inflexible pattern?
I think the bands of experiences overlap and blend into one another
they are interrelated to one another especially when we think of the
teaching and the learning process.
Ø Or is it more correct to think that the bands of experience in the cone
overlap and blend into one another?
It must follow a rigid in the bands of cone experience.
Ø Does the Cone of Experience device mean that all teaching and learning
must move systematically from base to pinnacle?
I think the cone of experiences will only serve as a guide for us
educator on what to do and what are needed inside the class. Every day
there must be a balance of concrete and abstract activity inside the
classroom for the younger and the older children.
Ø Can we overemphasize the amount of direct experience that is required
to learn a new concept?
In the real world weather, you are old or young, we experience
concrete or direct and abstract experiences. This simply shows that we
will provide a balance activity to the learners so they will not be stuck on
a certain level only.
Ø Are the upper levels of the cone for the older student and the lower ones
for the child?
For me the cone of experiences is for all the children. Each one of us
needs direct and abstract experiences every day.
Ø Is one kind of sensory experience more useful educationally than
another?
One kind of sensory experience is not necessary more educational

useful than another. Sensory experiences are mixed and interrelated.
Ø The base of the Cone of Experience (direct purposeful experience) is
much wider than its apex (verbal symbol). Does this have any
significance? Any meaning that you can derive?
Direct purposeful experience these are hand experiences which
serve as the foundation of our learning. We build up our reservoir of
meaningful information and ideas through seeing, hearing, touching,
tasting and smelling.
Ø What is therefore the cone of Experience?
The cone of experience is a visual model that presents the band of
experiences that is arrange according to its level of difficulty and of the
degree of abstraction.
Abstraction:
The Cone of Experience is visual model, a pictorial device that presents
bands of experience arranged according to degree of abstraction and not degree
of difficulty. The farther you go from the bottom of the cone, the more abstract the
experience becomes. Dale (1969) asserts that;
the pattern of arrangement of the bands of experience is not the
difficulty but the degree of abstraction – the amount of immediate sensory
participation that is involved. A still photograph of a tree is not more difficult to
understand than a dramatization of Hamlet. It is simply in itself a less concrete
teaching material than the dramatization.
Dale further explains that the individual bands of the cone of experience
stand for experiences that are fluid, extensive and continually interact. The
different kinds of sensory aid often overlap and sometimes blend into one another.
Motion pictures can be silent or they can combine sight and sound. Students may
merely view a demonstration or they may view it then participate in it.
We face risk when we overemphasize the amount of direct experience to
learn a concept. Too much resilience on concrete experience may actually obstruct
the process of meaningful generalization. The best will be striking a balance
between concrete and abstract, direct participation and symbolic expression for
the learning that will continue throughout life.
It is true that the older the person is, the more abstract his concepts are
likely to be. This can be attributed to physical maturation, more vivid experiences
and sometimes greater motivation for learning. But an older student does not live
purely in his/her world of abstract ideas just as a child does not live only in the
world of sensory experience. Both old and young shuttle in a world of the concrete
and the abstract.
We avoid teaching directly at the symbol level of thought without adequate
foundation of the concrete. Students’ concepts will lack deep roots in direct
experience. When teaching, we don’t get such in the concrete. Let us strive to bring
our students to the symbolic or abstract level to develop their higher order thinking
skills.
We do not use only one medium of communication in isolation, rather, we
use many instructional materials to help the learner conceptualize his/her
experience.
Finally, according to Dale, there are three pitfalls that we should avoid with
regard to the use of the cone of Experience which are as follows:
• Using one medium in isolation
• Moving to the abstract without an adequate foundation of concrete
experience
• Getting stuck in the concrete without moving to the abstract
hampering the development of our student’s high thinking skills.
Note: Read further about the Cone of Experience by Dale
Application:
Ø If you teach a lesson on the meaning of ½, 1/3, and ¼, how will you proceed
if you follow the pattern in Dale’s Cone of Experience beginning with the
concrete moving toward the abstract?
The learning aids found in the cone of experiences are the use of
variety of medium in learning is good, strong foundation of new learning’s
rooted from concrete experiences and that learning must be bring forth to
abstract level as much as possible. For younger kids, they will be involved
in baking, slicing and selling activity first. In this way will know what is the
real ½ 1/3 and ¼ are. Then after that they may have picture of cutting activity
to further enrich the real experiences of children.
Ø Research on Bruner’s Three-Tiered model of Learning. Compare and
contrast with Dale’s Cone of Experience.
Harvard psychologist, Jerome S. Bruner, presents a three-tiered model of

learning where he points out that every area of knowledge can be presented and
learned in three distinct steps. Study his model below:
SYMBOLIC
Hence… increasing
ABSTRACTION
INCREASING
ICONIC
difficulty
ENACTIVE
It is highly recommended that a learner proceeds from the ENACTIVE to

ICONIC and only after to the SYMBOLIC. The mind is often shocked into
immediate abstraction at the highest level without the benefit of a gradual
unfolding.
ü I think the cone of experience of Edgar dale is the same as Bruner
model. Only that Edgar dale placed it in a more detailed presentation.
So, the learning aids in Edgar Dale’s Cone of Experience corresponds to each tier
or level in Bruner’s model which is the
• SYMBOLIC
The Symbolic are recordings, Radio Still picture visual symbols and verbal symbol.
• ICONIC
The iconic are demonstration, field trips Exhibits education television motion
picture.
• ENACTIVE
These enactive experiences are direct purposeful contrived, Dramatization.
A Math professor asked a Math student specializing in Math why
(a + b) =a2+2ab+b2
ü I think this equation is already symbolic this is already a higher
thinking skills for students specializing in math.
Assessment:
Check your mastery of the lesson by answering the following questions:
1. How does the dictum in philosophy “there is nothing in the mind that was
not first in some way through the senses” relate to what you learned from
the Cone of Experience?
Let me share the theory about learning and experiences
Good experience---Good Oral Language---High vocabulary
Good comprehension—Good learning Outcome
This is the same as the philosophy “there is nothing in mind that

was not first in the sense” This means that learning starts from the
awakening of our senses and good thinking noted good concrete and iconic
learning.
2. Alfred North whitehead said: “In the garden of Eden, Adam saw the animals
before he named them. In the traditional system, children name the animals
before they see them”. How would you relate this remark to the cone of
Experience?
The statement children name the animals before they see them is a
traditional school system where children are taught to memorize WHAT to
learn instead of HOW to learn. As for Adam saw the animals before he
named them, it is a direct purposeful experience which the first and concrete
level of the cone of experience. The old school starts with the abstract level
instead of starting from the concrete level of the cone of experience.
3. When Dale formulated the Cone of Experience, computers were not yet a
part educational or home settings so they are not part of the original Cone.
The computer technology actively engages the learner, who uses seeing,
hearing and physical activity as they keyboard as well as range of mental
skills. Where will the computer be on the cone?
The computer will be on the cone of:
• Demonstrations
-Through computer, people can see demonstrations and follow it.
• Visual Symbols
-Help students see an idea, event or process
• Educational television and motion experiences
-Bring immediate interaction with events from around the world
-Viewing, seeing and hearing experiences
• Recording, Radio and Still Pictures
-You can choose & read thousands of magazines online
- You can listen online radio’s
4. Expound this statement:
“If we want our students to remember and master what was taught, we
cannot ignore what the Cone of Experience reminds us: to make use of a
combination of as many learning resources as we can and to proceed to the
abstract only after we have presented the concrete.”
Dale’s Cone has been used to maintain that more realistic and direct
experience is always better. However, Dale (1969) demurred, writing that,
“Too much reliance on concrete experience may actually obstruct the
process of meaningful generalization” Also, Dale noted that providing

realistic learning experiences may not be efficient in terms of cost, time, and
efforts. Instead, Dale suggested that teachers should balance combinations
of concrete and abstract learning experiences.
While learning by doing (direct, purposeful experience) may be better
than learning through abstraction (symbolic experience).
5. After our lesson on the cone of experience, can you now explain why our
teachers in Literature discourage us from reading only comics or illustrated
comic version of novels which can be read in pocketbooks?
The teacher discourages reading comics or illustrated comics
version of novels for it only encompasses little senses. Reading
pocketbooks is encouraged because it involves both the abstract and
concrete learning experiences which awakens the higher-level thinking
compared to comics reading only.
MODULE 5:
USING AND
EVALUATING
INSTRUCTIONAL
MATERIALS
MODULE 5
USING AND EVALUATING INSTRUCTIONAL MATERIALS
Introduction:
Hello Future Educators, welcome to our learning module on using and
evaluating instructional materials.
After being acquainted with different instructional materials through Edgar
Dale’s Cone of experience, let us learn how to select and use these materials in
order to achieve our desired learning objectives.
You also must have learned Gagne’s nine instructional events in your
subject Facilitating Learning which are as follows: gain attention, inform learner of
objectives, stimulate recall of prior learning, present stimulus material, provide
learner guidance, elicit performance, provide feedback, assess performance and
enhance retention transfer.
There is no such things best instructional material, any instructional material
can be the best, provided it helps the teacher accomplish his/her intended learning
objectives.
No instructional materials, no matter how superior, can take the place of an
effective teacher.
Instructional materials maybe perceived to be labor-saving devices for the
teacher. On the contrary, the teacher even works harder when she makes good
use of instructional materials.
This learning module will guide you how to determine the appropriate
instructional materials to use for specific lessons and evaluate effectively these
support learning materials against given standards that can motivate the learners
for a positive transfer of learning.
Learning Outcomes:
At the end of this module, you are expected to;
Ø Determine the appropriate instructional materials to use for particular
lessons;
Ø Evaluate instructional materials against standards; and use instructional
materials effectively.
Ø Selection of Instructional Materials
Ø Proper use of Materials
Ø Evaluation of Instructional Materials
Reference: Educational Technology (any author)
Internet Resource
Task 1- Research on Field Trips. Make a comic strip or conversation.
Analysis:
Ø From the activity, what senses were at work in the field trip?
The senses involved are the sense of sight, hearing, smelling, touch
and may be tasting.
Ø Did the event accomplish something specific for the learners? Why do you
say so?
I think field trip does not accomplish a specific learning to Linus as
he cannot cite something specific that he learned from the field trip.
Abstraction:
One of the instructional materials used to attain instructional objectives is
field trip.
It is not enough to bring the class out for a field trip and make them observe
anything or everything or use other instructional materials for no preparation and
clear reason at all.
For an effective use of instructional materials such as field trip, there are
guidelines that ought to be observed, first of all, in their selection and second, in
their use.
The following guide questions express standards to consider in the
selection of instructional materials:
• Does the material give a true picture of the ideas they present?
• Does the material contribute meaningful content to the topic under
study?
• Does the material help you achieve the instructional objective?
• Is the material aligned to the curriculum standards and competencies?

• Is the material culture-and grades-sensitive?
• Does the material have culture bias?
• Is the material appropriate for the age, intelligence, and experience of
the learner?
• Is the physical condition of the material satisfactory? An example, is a
photograph properly mounted?
• Is there a teacher’s guide that provide a briefing for effective use?
• Can the material in question help make students better thinkers and
develop their critical faculties? With exposure to mass media, it is highly
important that we maintain and strengthen our rational powers.
• Does the use of material make learners collaborate with one another?
• Does the material promote self- study?
• Is the material worth the time, expense and effort involved? A field trip,
for example, requires much time, effort and money. Is it more effective
than any other less expensive and less demanding instructional material
that can take its place? Or is there a better substitute?
To ensure effective use of instructional materials, Hayden Smith and
Thomas Nagel (1972) book authors on Instructional Media, advise us to abide by
the acronym PPPF.
Prepare Yourself. You know your lesson objective and what you expect from the
class after the session and why you have selected such particular instructional
material. You have a plan on how you will proceed, what questions to ask, how
you will evaluate learning and how will tie loose ends before the bell rings.
Prepare your students. Set reasonably high class expectations and learning
goals. It is sound practice to give them guide questions for them to be able to
answer during discussion. Motivate them and keep them interested and engaged.
Present the material under the best possible conditions. Many teachers are guilty
of the R.O.G. Syndrome. This means “running out of gas” which usually results
from poor planning (Smith, 1972). Using media and materials, especially if they
are mechanical in nature, often requires rehearsal and a carefully planned
performance. Wise are you if you try the materials ahead of your class use to avoid
a fiasco.
Follow-up. Remember that you use instructional material to achieve an objective,
not to kill time nor to give yourself a break, neither to merely entertain the class.
You use the instructional material for the attainment of lesson objective. Your use
of the instructional material is not an end of itself. It is a means to an end, so, there
is a need to follow-up to find out if objective was attained or not.
Application:
Connect Gagne’s nine instructional events to Smith and Nagel’s PPPF
acronym in this lesson in relation to the use of instructional materials. Are Smith
and Gagne saying similar things? Explain.
YES, Smith and Gagne are saying similar things. Any instructional material
can be the best provided it helps the teacher accomplish her intended learning
objective. No instructional material, no matter how superior, can take the place of
an effective teacher.
The Proper Use of Materials
Hayden Smith and Thomas Nagel (1972) book authors on Instructional
Media advised us to abide by the acronym PPPF.
P– Prepare yourself
You should know your objectives and what you expect from the
class.
P—Prepare your student
Set reasonable class expectations and learning goals.
P—Present the material
Plan and prepare your materials ahead of time.
F—Follow up
This is done to ensure that the learning objectives are achieved.
9 Instructional events by Robert Gagne:
1. Gain attention (Reception)
2. Inform learner of objectives (Expectancy)
3. Stimulate recall of prior learning (Retrieval)
4. Presents stimulus materials (Selective Perception)
5. Provide learner guidance (Semantic Encoding)
6. Elicit performance (Responding)
7. Provide feedback (Reinforcement)
8. Assess performance (Retrieval)
9. Enhance retention transfer (Generalization)
Using and evaluating instructional materials expresses a standard guide
questions to the selection of instructional materials and also the proper use of
materials. There are 2 book authors on instructional media, Hayden Smith and
Thomas Nagel (1972). They advise to use to abide the acronym PPPF.P-Prepare
yourself, P-Prepare your students, P-Present material and F-Follow-up. These
acronyms lead to effective use of instructional materials. It also talks about the 9
instructional events in facilitating learning of Robert Gagne that is being connected
to PPPF of Smith and Nagel if they have similarity. To ensure that your instructional
material serves a purpose in instruction you should: Give a true picture of ideas
you present, contribute to the attainment of the learning objective, be appropriate
to the age, intelligence and experiences of the learners, provide for a teacher’s
guide, help develop the critical and creative thinking powers of students and lastly
be worth the time, expense and effort involved.
Assessment: Accomplish this learning log.

What I learned? How I Apply What I Learned?
Instructional materials is an important Ensure that instructional materials are
tool in teaching used properly
Self-preparation is important before
Ensure that I know my learning
starting the class
objectives, the outcomes that I
expected, set standards and have
prepared all the necessary materials
to be used in the class.
Preparation for student’s and for

Activity materials, scoring rubrics,
materials is necessary.
assessment tools should be prepared
accordingly.
Follow up are important

It is important to assess the
instructional materials and the
learning outcome for evaluation.
There are various of ways to facilitate It can be applied in making strategic

student learning decision as to classroom management
and instruction.
MODULE 6:
DIRECT,
PURPOSEFUL
EXPERIENCES
AND BEYOND
MODULE 6
DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND
Task 1. Read the following testimonies, then answer the questions that follow.
Ø The meanings of negative discrimination index and positive discrimination
index became crystal clear to me only when we did an item analysis of our
test items in Math. – Grade 12 Teacher
Ø My husband and children used to do computer job for me which made me
totally dependent on them. The problem was they were not always around
to help me with my reports, lecture notes, etc. To redeem myself from my
helplessness, I forced myself to learn, first of all encoding, then sending e-
mail, and surfing the internet. What encouraged me was my five-year old
granddaughter who could not do what I was not capable of doing. Now, I
feel liberated. I can encode and print my lecturers, send emails, surf the
internet and do power point presentations, even when no one is around to
help only after I had to do these things myself.” - Graduate School
Professor
Ø It was only when I went to Manila zoo that I learned that a giraffe is that tall
and an elephant is that big. – Grade 7 student
Questions:
• Do you have a similar experience? Share.
Yes. I do have some first-hand experiences that make up my
foundation in learning. These experiences, just like the testimonies
above, make our senses construct ideas, concepts, and generalizations
that give meaning and order to our lives.
One of the experiences that I can share was when I worked as a
Manager in a famous food chain. During my training, I feel so at ease
since I have a buddy manager, a senior manager, who always took
charge of everything. But when our store opened and I had to manage
the store on my own, that’s where I feel helpless and disappointed. I
feel like I am incapable of becoming a manager and that I need to work
on so many things. I started to read management books, observe my
senior managers on how they manage their shift, diligently following the
shift management checklist, and improve myself to set a better example
with others. Slowly, I was able to build my confidence in handling a
multi-million-peso store.
• Think of a skill you have. How did you acquire it?
Graphic designing skills. I was able to acquire it when I worked in an

advertising company. That was my first job after I finished college. I was
a front desk officer/cashier supervisor, not a graphic designer. But due
to my curiosity, I tried to explore it on my own.
• Think of a concept. How did you learn it?
The concept of equilibrium in economics, in which, the market supply
and demand balance each other resulting to price stability. I learned it
through consistent and repeated discussion and illustration (or what we
call the indirect experiences).
Analysis:
Ø How did the three narrators learn their respective skills/concepts?
Analyze.
They learned the skills by doing. The grade VI teacher fully
understood the concepts of positive and negative discrimination only after
the actual experience of item analysis. The graduate school professor had
to do the computer task by himself/herself in order to learn the skill. Lastly,
the Grade IV pupil was able to clearly see the concept of the size of giraffe
and elephants after seeing it in actual.
Ø Discuss this during our virtual class.
It would be great to share the importance of direct, purposeful
experiences in learning as it plays a major role in building skills and in
conceptualization.
Abstraction:
Do further readings on this topic from the website to deepen your understanding.
Direct Purposeful Experience – these are our concrete experiences and first
hand Experiences that make up the foundation of our learning. “These are
the rich experiences that our senses bring from which we construct the
ideas, the concepts, the generalization that give meaning and order to our
lives.”
Examples of Direct Activities:
• Preparing a Meal
• Making a Furniture
• Doing a PowerPoint Presentation
• Making a Laboratory Experiment
Indirect, Purposeful Experience – they are not our own self- experiences
but still experiences in the sense that we see, read and hear about them.
Direct experiences are described to be purposeful because the experiences

are not purely mechanical. They are not a matter of going through the
motion. These are not “mere sensory excitation”. They are experiences that
are internalized in the sense that these experiences involve the asking of
questions that have significance in the life of the person undergoing the
direct experience
Direct purposeful experience leads us to higher plane. It implies that these

direct experiences must not be the period of a dead end. The higher plane
referred to “here is the level of generalization and abstraction”.
Appropriate use of direct, purposeful experience

ü You know which direct experiences will serve your purpose.
ü You know when to use them and how to use them.
ü You have the skill to lead the students in drawing generalization or
abstraction.
“Experience is the best teacher.”

Application:
Recall your direct and purposeful experiences in your Educ 10 – Principles
of Teaching subject. Describe how you applied the concepts that you have learned
from the Cone of Experience.
There were plenty of direct and indirect experiences that I could recall in the
previous term, but I’d like to put emphasis on the actual demonstration because
that is where I get to apply all the learnings that I have in the said subject matter.
It started with the creation of lesson plan with which I have to create strategies and
learning materials that incorporates all the teaching and learning principles as well
as to create an approachable and conducive online learning environment. It follows
with the creation of PowerPoint presentation that is brief, concise, captivating and
easy to understand by the learners. Lastly, the actual demonstration with which I
have to embody all the learnings, strategies and concepts that I learned. Such said
demonstration, not only develops our skills in making learning plans and
PowerPoint present, it also made us fully understood the concept and principles of
teaching.
Assessment:
Reflect on this. Write the implications to the teaching-learning process.
The learners generally remember: They are able to:
10% of what they read define describe
20% of what they hear list explain
30% of what they see demonstrate
50% of what they hear and see apply practice

70% of what they say and write analyze design
90% of what they do create evaluate
Our learning is basically dependent on the activity of our senses.
Theoretically, based on Dale’s Cone of experience, the learners generally
remember:
• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they hear and see
• 70% of what they say and write
• 90% of what they do
Sensory experiences are any activities that help your child learn and
develop a greater understanding of the world by using their five senses. Using their
senses allows a child to learn and gives them a greater understanding of how
things work. It can also help develop connections in their brain and reinforce
learning.
If I were to look at the information above, the verbs are closely connected
to the different levels of bloom’s taxonomy of learning. Also, the percentage of
remembering something gradually increases as it grows more concrete. It signifies
that as teaching-learning becomes more concrete; the level of knowledge retention
also grows.
Additionally, the information above clearly expresses that direct, purposely
experiences has the highest percentage of knowledge retention. It serves as the
most concrete and the foundation of the cone of experience. Therefore, it is
important that we allow students to experience what they have learned at school
to develop concepts and build skills. After all, experience is the best teacher.
MODULE 7:
HOW TO USE
TECHNOLOGY IN
ST
THE 21
CENTURY
EDUCATION
MODULE 7
HOW TO USE TECHNOLOGY IN THE 21ST CENTURY EDUCATION
LEARNINGS/INSIGHTS
The video contains two important information about technology in the 21st
century education – addressing misconceptions and its implementation. One of the
misconceptions is that technology is not a solution to 21st century education, it is
simply a tool to aide education and learning, and should not be taught as a
separate school subject. Any learning concerning technology should be based
around the theme or the objectives of the class.
The addition of technology into the classroom can help transform the
classroom experience from a classic teacher centered one into a student-centered
experience – with students taking a more active role in their learning. In a student-
centered classroom, the teacher becomes more of a guide as the students engage
with and tackle the day’s lesson. And there is nothing better than seeing your
students fully engaged. It is important to understand that integrating technology
into the classroom is by no means a replacement for an effective teacher. To put
it simply, the ideal classroom environment would be one that is student centered
and includes a carefully selected blend of instructional technologies with face-to-
face communication.
Technology provides teachers and students with access to a variety of
educational resources that inspire creativity, critical thinking, communication, and
collaboration. It promotes inclusion and the development of digital literacy skills. It
extends learning beyond the text – and beyond the classroom walls. It ultimately
exposes students and teachers to new online global communities. This in turn
promotes a global awareness, which is an essential component to a 21st century
education.
We all know that there has been, and will continue to be, different levels of
students in our classrooms – and with uniquely important learning needs. Through
the use of instructional technology, differentiated instruction can be made much
easier. It can become more of a reality! With differentiated instruction, students are
provided an education that is personalized – and that meets them where they are,
developmentally. More students are able to benefit from this type of instruction.
The use of technology also provides students access to very rich learning materials
outside of the classroom.
It is of paramount important that while in school, students use tools that will
best prepare them for their future academic and professional experiences. – This
includes a blend of new tech and old tech. Integrating technology into the
classroom provides students with a set of skills to navigate through the variety of
online tools we have today! It also provides teachers opportunities to educate
students on digital citizenship and the new challenges to academic integrity.
REFLECTIONS
I learned that… technology is not a solution to the 21st century education but
rather a tool that will aid education and learning. It should be smartly invested and
users must be equipped of why and how it is used. It shouldn’t be used to maintain
the status quo of fact based learning but rather be a tool for developing valuable
research skills, critical thinking, creativity, collaboration, etc. It isn’t limited to the
computers – it goes beyond more.
I feel that… the 21st century education has been adapting technology in education,
though its integration requires time, customization, experimentation, and support.
It has been used by many educators and learners in accomplishing their required
task.
I realize that… technologies available to schools today can serve to
professionalize the teaching profession by giving teachers access to student
performance data, both historical and current, allowing the teacher to work more
diagnostically and prescriptively in making informed decisions regarding what
material will be presented, what content and skills need particular emphasis and
for whom, and how best to assess a student’s learning.
When I become a teacher I will… find ways to use technology meaningfully, so
the investment made by schools is worthwhile, and that it can make education
more relevant and dynamic.
MODULE 8:
E-LEARNING:
HOW TO DELIVER
AN ENGAGING
VIRTUAL
CLASSROOM
PRESENTATION
USING
TECHNOLOGY
MODULE 8
E-LEARNING: HOW TO DELIVER AN ENGAGING VIRTUAL CLASSROOM
PRESENTATION USING TECHNOLOGY
LEARNINGS/INSIGHTS
A virtual classroom is a digital teaching and learning environment in which
participants can interact with learning resources and with one another like they can
in a traditional classroom.
In a virtual setting, face-to-face activities such as presentations and
discussions that are traditionally done in a physical classroom are simulated with
web conferencing technology. Communications take place in real time just like in
a physical classroom.
Ensuring that virtual classes are engaging, students are paying attention
and the materials are retained, it is important to have frequent relevant interaction
for every 3-5 minutes. These interactions should support the learning objectives
and the learner attention.
In delivering engaging virtual classrooms, it is important to know the following
synchronous software platforms:
• Visuals – it should be relevant and appropriate for learners and must
support the instructional objectives.
• Whiteboard – it allows the teacher and the learner to post ideas with
annotations.
• Chats – it is a tool for communication and can be used as a brainstorming
tool.
• Breakout rooms – it is used to divide students in groups. Groups should be
structured and brief.
• Audio discussions – it allows interaction not only with one voice but with the
group.
• Polling – it is used to quickly check participants, get feedback and surveys.
• Annotation tools – it is used along with whiteboard to highlight important
concepts.
• Icons – used for expressing something to the class such as smiley,
confused, applause, raise hand, agree or disagree.
Frequent and effective use of synchronous software platforms could make
learning in the virtual classroom worthwhile.
REFLECTIONS
I learned that… there are plenty of tools that can be used in the virtual classroom
setting. All of these tools has to be frequently and effectively used to encourage
learner’s attention and make learning engaging, resulting to retaining knowledge
of the materials discussed. Activities and interaction should support the learning
objectives and learner’s attention.
I feel that… virtual classrooms could still be conducive to learning, as that of the
physical learning environment since software platforms and tools has now been
made available. Through this platforms and tools, teachers could still employ its
learning strategies in facilitating learning.
I realize that… technology has been very useful in aiding distance learning. It
plays an important role in delivering instructions through online classes and
through the use of its synchronous online platforms and tools.
When I become a teacher… I educate myself with online tools that will surely aid
in delivering my instruction. I will use technology and its available tools to facilitate
learning, employ my teaching strategies and to make my class more interactive.
MODULE 9:
HOW TO USE
GOOGLE MEET
FOR REMOTE
AND ONLINE
LEARNING
MODULE 9
HOW TO USE GOOGLE MEET FOR REMOTE AND ONLINE LEARNING
LEARNINGS/INSIGHTS
Zoom is a video conferencing software that will allow you to have a meeting,
face to face, that has video and audio as well as a chats. To use this application,
simply go to zoom website, download the application and click sign up. It will ask
for an e-mail address or you can sign in with google where it will automatically
register the account for you. After which, you will create an account.
Upon opening the site, you will 3 menu options at the top which are:
schedule a meeting, join a meeting and host a meeting. For educational
technology, the video focuses on hosting a meeting. Upon clicking the said option,
you would be able to see an overview of all upcoming meetings (where you
schedule your meetings), previous meetings and a number of meeting templates
that you can use.
To make an online zoom meeting, you should click host meeting with video
on so as you can see your participants and be able to interact with them. An
application will then be downloaded and you need to install it (or download chrome
extension when necessary). Upon installation, you can open the application and
proceed with your online class.
Zoom, has plenty of tools you can use during the meeting. These are the
following:
1. Invite – you can send an invitation via e-mails or you can send a URL to
your participants. Meeting passwords is very important when sending a
URL.
2. Manage participants – you can mute or unmute your participants, either
manually or as a whole. Additional features are:
• Mute participant’s entry
• Disallow/Allow participants to Unmute themselves
• Disallow/Allow participants to Rename themselves
• Play Enter/Exit Chime
• Lock Meeting
3. Share screen – there are three ways to share your screen – it can be basic,
advanced or files.
• Basic – share any application currently open in your screen
• Advanced – share portion of the screen or sound only
• Files – share files from google drive
Another important feature that is useful and unique of zoom meeting is the
use of whiteboard where you can share a whiteboard to your participants
with your video still on the screen. This set zoom apart from other
application. To end whiteboard sharing, you just click stop share and you
can continue with your class.
4. Chats – in zoom, there is an ongoing group chat which allows you to send
a private message or file to a participant. You can also set the settings of
the chats as no one, host only, everyone publicly and everyone publicly and
privately.
5. Record – you can record your meeting. Once you click stop recording, it will
automatically be converted into mp4 format.
6. Reactions – this feature allows a more active class interaction.
REFLECTIONS
I learned that… zoom is a web-based video conferencing tool with a local, desktop
client and a mobile app that allows users to meet online, with or without video.
Zoom users can choose to record sessions, collaborate on projects, and share or
annotate on one another’s screens, all with one easy-to-use platform.
I feel that… zoom is really an important tool in online classes. It is a video
conferencing app that is easy to use and can aid in delivering instructional
materials online. It has a unique feature like “whiteboard” which allows the host to
clearly present his/her idea to the participants. Zoom is indeed, one of the best
online application tools for hosting a meeting.
I realized that… there are plenty of available tools online that can aid in delivering
effective instruction and one of that is zoom. This online platform has been so
useful and is used to record sessions, collaborate projects, share or annotate
screens, etc. Its tools are easy to use and is very applicable in online and distance
learning.
When I become a teacher, I will… equip myself with the online tools and
applications that can aid in delivering my instruction. I will explore, discover and
apply those tools in my online class so as I can make it more interactive. I will use
these online tools to strategically deliver my online class and to effectively achieve
my learning outcomes.
MODULE 10:
HOW TO USE
GOOGLE MEET
FOR REMOTE
AND ONLINE
LEARNING
MODULE 10
HOW TO USE GOOGLE MEET FOR REMOTE AND ONLINE LEARNING
LEARNINGS/INSIGHTS
The video discussed about how to use Chromecast in sharing a video in a
google meet. Google Chromecast is a streaming media adapter from Google that
allows users to play online content such as videos and music on a digital television.
It is used to send signal to an external device which will be, in online learning, the
google meet.
To be able to share videos with audio in google meet, the following should be
noted:
1. Enable cast with chrome
2. Enable cloud services
3. Schedule meeting using google calendar
To use Chromecast in Google meet, follow these instructions:
1. Open your meeting using the Meet app or Google Calendar, and select Cast
this meeting.
2. In the Cast tab, select the Cast-enabled device you want to use.
3. To switch to casting during a meeting, tap on the three-dot menu button in
the bottom right and select Cast this meeting.
4. To stop casting, tap on the menu once again and select Stop casting
meeting.
REFLECTIONS
I learned that… there is another way to share videos with audio in Google meet
aside from screen sharing. I learned the importance of setting up a scheduled
meeting with Google calendar and how Chromecast is used as a tool for sending
videos to an external device.
I feel that… I can use google Chromecast in effectively delivering my video
presentations aside from downloading it and attaching it in my PowerPoint
presentation.
I realize that… there is an easy way to share videos with even downloading and
attaching it. As long as your video is opened in tab, you can share it directly to
google meet using google Chromecast.
When I become a teacher… I will use Google Calendar in scheduling my
meetings and classes and use Google Chromecast when sharing videos with
audios. I will ensure that this learning about google Chromecast will be utilized and
will be used to strategically plan my ways of delivering instruction and to make my

virtual class more interactive.
MODULE 11:
BEST APP FOR
ONLINE
PRESENTATION
OR DEMO
TEACHING
MODULE 11
BEST APP FOR ONLINE PRESENTATION OR DEMO TEACHING
A. EXPERIENCE DESCRIPTION
Watching the webinar on…Best app for online presentation or demo
teaching Part I and II
Which is about…ClassIn, one of the best teaching apps that can use for
online presentation or demo teaching which has plenty of teaching tools that
you can maximize for your presentation. It can also show your face and your
file simultaneously
B. DESCRIPTION OF ONE’S FEELING
After watching the webinar on…ClassIn tools and its Frequently asked
questions (FAQ)
I felt happy because…I learned how to install and navigate the app, how
to use its different teaching tools in it and how to run classes in it. The best
thing about this app is that, it is absolutely free.
C. EVALUATION OF LEARNING
My learning on the webinar teaching… (Cite specific content or topic that
can be or of great help to you as a teacher)
Classin is a teaching tool that can show your face and share your file
simultaneously. It has lots of teaching tools that you can maximize for your
presentation. These teaching tools are the following:
• Click tool – use to click certain parts of the class board
• Select and move tool – use to select a certain portion of the
presentation and move it anywhere in the class board
• Pen tool – use to write something (free style), make line, circle and
rectangle with various colors and thickness.
• Text tool – use to type a text in the class board
• Screenshot tool – you can screenshot within and outside the
classroom
• Delete tool – use to erase something from the class board.
• Pointer tool – use to point out certain part in the class board.
• Messaging tool – use to send a message to a certain person in the
class. It has emoji and other features which you can use to make
classroom more interactive.
• Cloud disk – use to upload the material you need for online
presentation such as PDF and PowerPoint Presentation.
7 Frequently Asked Questions:

1. How to install Classin?
Just go to www.classin.com, click download now, select from
the options that best suits your device. After downloading, click
run and it will be successfully installed in your device.
2. Is it free to use?
Definitely, its FREE
3. How to sign up?
Click classin, signup then complete the filling in information.
After which, you can now proceed with your log in.
4. How to add students?
They should also download the app. To add them to the class,
you need to search the students or evaluator account number,
add them as friend and when the confirmation of friend request
accepted is received, you can now make a temporary classroom
for both of you.
5. How many students you can add?
7-10 students
6. Can students/evaluators use the tools?
Yes, you can authorize someone by simply clicking on the in the
student or evaluators image. You can also de-authorize them by
simply clicking the same icon.
7. Is there a time limit per classroom?
Yes. The classroom is given 15 minutes with extra 5 minutes,
after which, it will automatically close.
D. ANALYSIS
How will your learning be applied when you become a teacher?
Classin is an online platform which provides help and support to teachers
and students in this new era of teaching and learning. It provides video
conferencing as a base feature and provides educators with an integrated,
interactive virtual whiteboard so teachers can conduct their classes similar
to face-to-face scenario that students have been used to.
As an educator, using digital learning tools like ClassIn in the virtual
classroom is an effective and engaging mode of teaching and learning in a
way that you can personalize your instruction through its teaching tools
which makes Online Distance Learning (ODL) more interactive.
E. CONCLUSION
Classin is one of the best apps online which you could use in Online
Distance Learning as it offers plenty of tools which could make teaching
and learning more effective, interactive and engaging.
MODULE 12:
CONDUCTING
ONLINE CLASS
WITH CLASS IN
MODULE 12
CONDUCTING ONLINE CLASS WITH CLASS IN
Watching the webinar on…conducting online class with classin
Which is about…the features of classin in line with Online Distance Learning
implemented by the Department of Education.
After watching the webinar on…conducting online class with classin
I felt happy because…I was able to see the different features of classin
which makes it an effective online software for online distance learning.
Classin is an online software application which offers the following features:
1. It promotes student to student interaction – students can
collaborate and interact with each other.
2. Reward system for students – you can give trophies to make
students more engaged in the classroom discussion
3. There are so many features and tools that you can use in classin
such as slot machine, raise hand button and timer.
4. There is a chat box where teacher can communicate with their
students. Students can also ask questions thru chat box.
5. There is a built in cloud storage where you can upload your
materials needed for the presentation
6. Screen sharing can also be used when you have something
specific to share to the class.
7. You can create board games thru classin dice.
8. Classroom assessment:
• Responder feature – students will click the responder to
answer a question.
• Selector feature – all students can answer the question.
You can see the real time answers of the students, the
accuracy of their answers, mean scores, individual
answers, those who answered correctly or not and those
who did not answer.
9. Classin offers a feature where you can track the participation of a
student in the classroom discussion.
10. Asynchronous online feature where you can upload assignments,

learning task, presentations and hand-outs
D. ANALYSIS
Knowing the features of classin could help a lot in delivering my instruction
in Online Distance Learning as it offers to many tools that could make online
classes collaborative, interactive and engaging.
E. CONCLUSION
Classin is one of the best online software which offers plenty of features for
a collaborative, interactive and engaging online classroom environment.
MODULE 13:
CREATING
LESSON VIDEO
USING MOBILE
ANDROID
PHONE/MOBILE
INSTRUCTIONAL
READING
MODULE 13
CREATING LESSON VIDEO USING MOBILE ANDROID PHONE/MOBILE
INSTRUCTIONAL READING
Watching the webinar on… creating lesson video using mobile phone with
video or audio narration.
Which is about… making instructional materials specifically lesson video
using mobile phone and few tools that can easily be installed.
After watching the webinar on… creating lesson video using mobile phone
with video or audio narration.
I felt happy because… I learned some information about video recording on
mobile phone which is very useful and relevant not only in teaching but also
in our daily social activities.
The video highlighted two applications that are necessary in
recording lesson video. These applications can easily be installed in google
play. First is the MS PowerPoint for the slide show and presentation and the
screen recorder (video cam with color blue background).
After installing those apps, you need to set them up these. For the
screen recorder, you have to allow the permission pop-up, allowing the app
to access photos, medias, etc. Click recording and switch on allow
permission. A movable menu will appear to screen. For MS PowerPoint,
you need to configure and sign up to open the application. Free version can
be used in the presentation.
After set-up, in MS PowerPoint, go to folder, devices, and
downloads. Open the presentation you wish to present and click slide show.
In screen recorder, click the record button, then allow, and start now. The
lesson will then be recorded.
In order to make yourself visible in your lesson video, simply slide
down notification panel. You can see an image icon in the recording
controlling, click it, it will automatically open your front cam image. Your
image can be resized and moved based on your preference.
Controls in MS PowerPoint:
• Screen cast – if you would want to cast/share your presentation with

a TV.
• Pen icon – you can scribble in your presentation using this icon.
• Gear icon – contains the color setting, highlighting, eraser, and also
the erase all.
• End slide – click this to easily go to the end of your slide.
• End presentation – click this to close your PowerPoint slide.
To end recording, slide notification panel and click stop button. Your video
will automatically be saved in gallery and can be edited or trimmed
depending on your preferences.
D. ANALYSIS
Being able to learn the idea of creating lesson video using mobile devices
is an added help to make Online Distance Learning (ODL) easier and
accessible. Due to the unavailability of computer gadget, alternative modes
such as mobile devices could help a lot.
E. CONCLUSION
Online distance learning isn’t only limited to computer, desktop or laptop.
There are so many possibilities that we can explore using our mobile to
make teaching and learning process more convenient, accessible, and
engaging.
MODULE 14:
HOW TO CREATE
VIDEO USING
POWERPOINT
WITH AUDIO
RECORDING
MODULE 14
HOW TO CREATE VIDEO USING POWERPOINT WITH AUDIO RECORDING
Watching the webinar on… creating lesson video using PowerPoint with
audio and video narration.
Which is about… the steps and tools of making lesson video using MS
PowerPoint.
After watching the webinar on… creating lesson video using PowerPoint
with audio and video narration.
I felt happy because… because I was able to learn the other features of MS
PowerPoint which is very useful both in my classes, work and future
profession.
Steps:
1. Open MS PowerPoint. Go to Ribbon, slideshow and then record slide
show. Options in recording slide show are “Record from current slide” or
“Record from the beginning”.
Note: You can have video narration for the current version of MS
PowerPoint, while older versions only offer audio narration.
2. Once you click recording, the interface will vary depending on the
versions of MS PowerPoint. For the current versions, you can see the
“Record”, “Pause”, and “Replay” buttons in the upper left part of the
screen. There are also buttons for notes, zoom in & out, clear, setting
and webcam. Clear functions in clearing recording on a certain slide,
setting is used in choosing which microphone will you use in the
recording and webcam in choosing camera to be used.
There are also tools in the lower part of the interface. Turn on camera
preview, turn camera off, pen colors, pen & highlighter, eraser tool and
slide number and time duration. It is important to note that once you
remove or erase something from the slide, it will not include in the finish
product.
To transfer from one slide to another, simply move one slide to
another.
3. To start recording, click record. You will be given 3 seconds countdown.

Be sure to set up your video setting as you cannot change it during the
presentation.
4. To close, simply close window. It will automatically be saved.
5. To save a window, go to file, save as, documents (as desired location),
pop-out window, select save as type, choose mpeg for video then click
save. Your video will then be recorded.
D. ANALYSIS
Being able to know how to create instructional videos with audio and video
narration could be of help a lot in creating and preparing the instructional
materials needed for the class. It could make teaching and learning a little
bit easier as pre-recorded videos lessens the time spent in discussions.
Also, you can utilize the said video in other class, minimizing time spent in
discussion and more time on activities that could develop the higher order
thinking skills of the student.
E. CONCLUSION
MS PowerPoint is a very powerful tool that not only functions in slideshows
and presentation – it can also be a tool for creating informative videos with
audio and video narrations.
MODULE 15:
HOW TO MAKE
INSTRUCTIONAL
VIDEO WITH
NARRATION
USING
POWERPOINT
MODULE 15
HOW TO MAKE INSTRUCTIONAL VIDEO WITH NARRATION USING
POWERPOINT
Watching the webinar on…making instructional video with narration using
PowerPoint.
Which is about…the steps on how you can make an instructional video in
MS PowerPoint with narration using its audio recorder tool.
After watching the webinar on… making instructional video with narration
using PowerPoint.
I felt happy because…I was able to learn another features of the said
application that would be helpful in my day to day activities.
First, you need to open the file or presentation where you would want
to have an audio narration. Once your file is open, go to insert. Click the
audio icon. In its drop down button, there are options to choose. You can
insert audio from online source, audio from computer or record audio. Click
the record audio.
To trim or cut portions of the audio, simply click the audio icon in the
presentation. Click playback then trim audio. It is important to note that you
need to set up your audio to play automatically and to set transition before
saving it.
To set it up auto play, go to audio, then audio tools, playback and
then click start automatically. For transitions, go to transition and choose
from the different transitions available. Your file is now ready to play.
Some important things to note in recording audio using MS
PowerPoint:
1. Record all your lines
2. Set your recordings to play automatically
3. Add transitions to your slides
4. Save file into a video
Go to file, save as, choose a destination, save type, choose
windows media video, then click save.
5. File is now ready to play
D. ANALYSIS
PowerPoint with narration can be a very good choice for creating an online
lecture. It adds a human touch to your slides and allows you to provide
information in addition to the visuals on the slides, such as voice
explanations of a graphic, definitions, facts, and examples. It is important to
know the effective uses of PowerPoint presentation and other useful
applications to current situation where students are more exposed to
technology as part of their daily routine.
E. CONCLUSION
PowerPoint presentation can be an effective tool to present material in the
classroom and encourage student learning. It enhances instruction and
engage students in the class. It also saves time and energy, portable and
can be shared easily.
APPENDICES
Appendix “A”
PPST – Philippine Professional Standards for Teachers
The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices:
1. Social regard for learning
• Content knowledge and its application within and across
curriculum areas
• Research-based knowledge and principles of teaching and
learning
• Positive use of ICT
• Strategies for promoting literacy and numeracy
• Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
• Mother Tongue, Filipino and English in teaching and learning
• Classroom communication strategies
2. Learning environment
• Learner safety and security
• Fair learning environment
• Management of classroom structure and activities
• Support for learner participation
• Promotion of purposive learning
• Management of learner behavior
3. Diversity of learners
• Learner’s gender, needs, strength and interests and experiences
• Learners linguistic, cultural, socio-economic and religious
background
• Learners with disabilities, giftedness and talents
• Learners in difficult circumstances
• Learners from indigenous groups
4. Curriculum and planning
• Planning and management of teaching and learning process
• Learning outcomes aligned with learning competencies
• Relevance and responsive of learning programs
• Professional collaboration to enrich teaching practice
• Teaching and learning resources including ICT
5. Planning, assessing, and reporting
• Design, selection, organization and utilization of assessment

strategies
• Monitoring and evaluation of learner progress and achievement
• Feedback to improve learning
• Communication of learner needs, progress and achievement to
key stakeholders
• Use of assessment data to enhance teaching and learning
practices and programs
6. Community linkages and professional engagement
• Establishment of learning environments that are responsive to
community contexts
• Engagement of parents and the wider school community in the
educative process
• Professional ethics
• School policies and procedures
7. Personal growth and development
• Philosophy of teaching
• Dignity of teaching as a profession
• Professional links with colleagues
• Professional reflection and learning to improve practice
• Professional development goals
Appendix “B”
Screenshots of different educational tools used by the teachers during the demo
teaching
Mentimeter: https://www.menti.com/kneiieabrf
Google Forms: https://forms.gle/W1uJRo7AeRAeKofL9

MS PowerPoint (embedded with videos from YouTube)

Appendix “C”
My Career Plan
Pursue post-graduate studies in Business Administration
ü Take up thesis study (requirement for entrance in post-graduate
school)
ü Gain new skills, become more disciplines esp. in time management
Advancement in Technological tools
ü Enroll in short term courses in webpage designing
ü Enroll in short term courses in video editing and graphic designing
Pass the Board Exam
ü Apply for the upcoming examination
ü Know the scope and coverage of the exam
ü Make a study habit

Appendix “D”
My Portfolio Assessment tool
(Formerly: Sacred Heart Academy)
PACUCOA ACCREDITED LEVEL II
Bais City, Negros Oriental
Tel No. (035) 541 – 5097 Email: [email protected]/www.lccb
SCORING RUBRICS FOR PORFOLIO ASSESSMENT

STUDENT:
EVALUATOR: _____________ SELF:____________PEER: ___________
MENTOR
DIRECTIONS: Tick (/) the box below the score that best described the indicator.
The legend below gives the description of each score.
Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs
Improvement
Criteria 4 3 2 1
A. Visual Appeal
1. Cover
2. Lay-Out
3. Tone/Mood
4. Creativity
5. Resourcefulness
6. Neatness
B. Organization (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correctness of Form ( e.g.
grammar)
C. Content (30%)
1. Statement of Purpose
2. Completeness of Entries
3. Diversity of Selections
D. Reflections: (30%)
1. Depth Understanding
2. Application of Ideas
Final Rating
Appendix “E”
My personal Assessment of learning acquisition via synchronous/asynchronous
modality
I realized that… learning acquisition can be done in different modalities. The
traditional synchronous modality paved way to greater learning in due to its real
time interaction with. But, with the advent of technology, asynchronous learning
also paved a greater and equal way of delivering learning through online
applications and tools which also encourages student learning.
I feel like… I need to make myself more familiar with the educational technology
and be more equipped with the applications and tools as it improves teaching
strategy and offers a better alternative to distance learners.
I realized as a learner that… technology plays an important role in delivering
instructions. Through, teachers could make instructional videos, make interactive
online classroom, reach out to distant learners and offers unlimited opportunity of
learning to learners across the globe.
When I become a teacher, I will… take advantage of educational technology in
my class. I will make instructional videos so utilize my discussion time, create
interactive online classes through online apps like zoom, google meet and classin.
I will embed informative videos in my PowerPoint Presentation from YouTube, use
mentimeter, google forms, padlet, canva, flipgrid, etc. to make the online class
more interactive as well as in assessing student learning. I will ensure that learning
will reach even to the farthest part of the globe. I will strategically use educational
technology to deliver online instruction effectively and efficiently.

Appendix “F”
Code of Ethics for Professional Teachers
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Teachers Professionalization Act of 1994 and
paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and practice
this set of ethical and moral principles, standards, and values.
ARTICLE I
Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization,
the provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Section 2. This Code covers all public and private schoolteachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term teacher shall
include industrial arts or vocational teachers and all other persons performing
supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.
ARTICLE II
The teacher and the state
Section 1. The schools are the nurseries of the future citizens of the state; each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect,
or receive any money or service or other valuable material from any person or
entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the
results are inimical to the declared policies of the State, they shall be brought to
the proper authorities for appropriate remedial action.
ARTICLE III
The teacher and the community
Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore render the best services by providing an environment
conductive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic and
civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose shall behave with honor and dignity at all times and refrain from
such activities as gambling, smoking, drunkenness and other excesses, much
less illicit relations
Section 4. Every teacher shall help the school keep the people in the
community, and shall, therefore, study and understand local customs and
traditions in order to have a sympathetic attitude, therefore, refrain from
disparaging the community.
Section 5. Every teacher shall help the school keep the people in the
community informed about school’s work and accomplishments as well as its
needs a problems.
Section 6. Every teacher is an intellectual leader in the community,
especially in the barangay, and shall welcome the opportunity to provide such
leadership when needed, to extend counselling services, as appropriate, and

to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and
with the people, individually or collectively
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.
ARTICLE IV
The teacher and the profession
Section 1. Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble
calling.
Section 2. Every teacher shall uphold the highest possible
s t a n d a r d s o f q u a l i t y education, shall make the best preparation for the
career of teaching, and shall be at his best at all times in the practice of his
profession.
Section 3. Every teacher shall participate in the continuing professional education
(CPE)program of the Professional Regulation Commission, and shall pursue such
other studies as will improve his efficiency, enhance the prestige of the profession,
and strengthen his competence, virtues, and productivity in order to be
nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the school,
but shall not make improper misrepresentations through personal advertisements
and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that
makes it a dignified means for earning a decent living.
ARTICLE V
The teacher and the profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the learners,
the school, or the profession is at stake in any controversy, teachers shall support
one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall
give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on
the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has
not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate.
However, this may be done only if there is incontrovertible evidence for such
conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the
opportunity to be considered.
ARTICLE VI
The teacher and higher authorities in the professions
Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the administration
regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate superiors, in which case,
the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek
redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and
needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to

live up to his contract, assuming full knowledge of employment terms and
conditions.
ARTICLE VII
School officials teachers and other personnel
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of
all teachers under them such as recommending them for promotion, giving them
due recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher
or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing law
ARTICLE VIII
The teacher and learners
Section 1. A teacher has a right and duty to determine the academic marks and
the promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concern, and shall deal justifiably and impartially with each of
them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate
against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
ARTICLE IX
The teacher and parents
Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact
in pointing out the learner’s deficiencies and in seeking parent’s cooperation for
the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
ARTICLE X
The teacher and business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that does not relate to or adversely affect his work as
a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily
his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnished textbooks and other school
commodities in the purchase and disposal of which he can exercise official

influence, except only if his assignment is inherently, related such purchase and
disposal; provided they shall be in accordance with the existing regulations;
provide, further, the members of duly recognize teachers cooperatives may
participate in the distribution and sale of such commodities.
ARTICLE XI
The teacher as a person
Section 1. A teacher is, above all, a human being endowed with life for which it is
the highest obligation to live with dignity at all times, whether in school, in the home
or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary
principle of personal behavior in all relationships with others and in all institutions.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.
ARTICLE XII
Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for
the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Recognition and License as a Professional
Teacher, suspension from the practice of teaching profession, or reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23,
Article III, or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations implementing R.A. 7836.
ARTICLE XI
Effectivity
Section 1. This code shall take effect upon arrival by the Professional Regulations
Commission and after sixty (60) days following it’s publication in the official Gazette
or any newspaper of general circulation, whichever is earlier.

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LA CONSOLACION COLLEGE

(Formerly: Sacred Heart Academy)

[FULL NAME OF STUDENT]

The focus of Student Teaching Portfolio is observation of the learners, school

behavior of the learners in the actual learning environment. Based on their

observations of learners, shall develop their understanding on feasible

approaches to facilitate learning considering the various phases of growth and

development. This includes the enhancement of the student’s communication

during their hands-on teaching in the remaining field studies.

your professional growth and teaching achievements. It is a way of promoting

yourself that is dramatically increasing in popularity and which, if used correctly,

will work to your advantage.

Portfolios are used for a variety of reasons. A well-organized portfolio is an

– not just any job, but an excellent offer.

It also showcases your relevant accomplishments, skills and experience – to

because it provides documentation or other proof of your experience and skills.

PRE-SERVICE TEACHER’S PRAYER

I am a Student Teacher; I accept the challenge to be

sagacious and tenacious in teaching my students because I

believe every one of them can learn;

I will accept the responsibility to create a learning

environment conducive to optimum achievement

academically, socially and mentally;

Cultivate excellence for my students and myself;

Provide a model of decorum and respect that guides my

students as well as honour them;

Affirm superlative expectations for my students

and myself; and

Cherish every student under my tutelage.

I am a student teacher; I can change the world as I change

one student at a time.

PERSONAL EDUCATION PHILOSOPHY

The philosophy is the people must believe in something. According to John

Dewey, education is by its nature an endless circle spiral. It is an activity, which

includes science, because in its process, it raises problems to be studied which

then reacts upon demanding more through, more science in an everlasting

sequence. This definition of education makes it imperative to a person to have a

philosophy of education and beliefs in the function of teaching.

A teacher should believe in the intended processes and activities to produce

desirable changes in the behavior of students. We must believe in the capacity to

A teacher also functions as manipulator of teaching learning situations. As

manipulator, she believes in her ability to create a series of operations directed to

objectives; crystallizing the thoughts that will serve as a guide to prevent a

occupies premier place in the construction of the society, particularly in the

be a crystallizer and an evaluator of the educational program under the

(FORMERLY: SACRED HEART ACADEMY)

La Consolacion College - Bais (also referred as LCC) is a private,

Catholic, co – educational institution of learning owned and administered by the

corners of Aglipay, Mabini and Villanueva Streets, Bais City, Pilippines.

The Commission on Higher Educaton (CHED) later approved the school’s

for Bachelor’s degrees in Elementary and Secondary, Information Technology,

Hotel and Restaurant Management, Office Administration and Associate in

students, faculty and personnel. It is a Catholic learning institution with students

of Christian formation program, it hopes to produce professionally competent

nation’s patrimony by actively participating in the building of the Basic Christian

respond to the challenges of higher learning.

LCC VISION, MISSION, GOALS AND CORE VALUES

Inspired by a Compassionate Christ, we envision a Catholic Augustinian Education

in LCC-Bais City; a Christ-centered, academically-innovative, culturally-responsive

and globally-competent community, committed to evangelizing and witnessing the

Gospel values towards integral transformation.

service-oriented community of friends;

Institutionalize all departments and offices as an effective tool for an enduring

service to the Church;