REPUBLIC OF THE PHILIPPINES

OCCIDENTAL MINDORO STATE COLLEGE

Rizal Street, San Jose, Occidental Mindoro 5100
Website: www.omsc.edu.ph Email address: omsc_9747@yahoo.com
Tele/Fax: (043) 491-1460

Learning Module
In
TECHNOLOGY FOR TEACHING
AND LEARNING 2
Compiled by:
ARVIN JONATHAN L. FLORES
Instructor I

The compiler does not own any of the contents of this learning module. Due credits and acknowledgement
are given to the authors, internet sources, and researchers listed on the reference page. Such sources are
reserved to further explain concepts and cannot be credited to the compiler and the school. All diagrams,
charts, and images are used for educational purpose only. The sole objective of this instructional material
is to facilitate independent learning and not monetary gains because this is NOT FOR SALE

1
 LESSON 1

Topics:
1. The K to 12 Curriculum Framework
Learning Outcomes
At the end of the module, the students should have:

 Discussed the role of technology for teaching and learning in the light of the K to
12Curriculum Framework.
 Reviewed the K to 12 Curriculum guide focusing on the development of 20st Century
Skills;
 Reviewed learning plans from various sources that integrates ICTs in the teaching
learning process.
 Planned activities integrating ICTs that would facilitate the development of 21 st
century skills required in the curriculum guide; and
 Brainstormed about digital citizenship and relate this to the development of 21 st
Century skills among learners.

Introduction
The basic education curriculum of the country was enhanced with the implementation of
the K to 12 Curriculum. The K to 12 program covers kindergarten and 12 years of basic education
(six years of elementary education, four
years of Junior High School and two years
of Senior High School (SHS) to provide
sufficient time for mastery of concepts and
skills, develop lifelong learners, and
prepare graduates for tertiary education,
middle-level skills development,
employment and entrepreneurship.
The implementation of the K to 12
Curriculum is expected to contribute to the
country’s development in various forms. It
is believed necessary to improve the
quality of our education which is critical to
our progress as a nation. One of the
features of the K to 12 curriculum is the
requirement to equip every graduate with
the following skills;

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  Information, media and technology skills;
 Learning and innovation skills;
 Effective communication skills; and
 Life and career skills.
Lesson Outcomes
At the end of the lesson, the learner should be able to:

 Discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration

skills.
 Analyse the learning competencies of every year level according to the field of
specialization of the pre-service teachers.
 Review some units in the curriculum guide with focus on the development of 21 st
Century skills.

Excite

Step 1: Knowing Each Other

At this time introduce yourself and meet
other classmates by choosing any kind of
educational technology to represent your
personality and profile. The information you will;
get from your classmates from the activity will be
valuable information for you to use as you complete this module and the succeeding modules.
Introduce yourself to the group using a specific technology that was introduced in TTL 1
or that you been using to represent you. Explain why you selected that technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, share the learning outcomes you

were able to demonstrate well in TTL 1. Reflect and share why these
learning outcomes were demonstrated well in class. Moreover,
identify the intended learning outcomes in terms of knowledge and skills in TTL 1 that you were
not able to demonstrate in the class. Discuss how you can help yourself as a class. Demonstrate
these to ensure that you can cope with the requirements of Technology for Teaching and
Learning 2.

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Step 3: Reflecting on Technology-based Learning Experiences
Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher’s integration of
ICT? Why?
If you are to enhance the ICT used by your teacher, how will you do it? Will you use the
same ICT or will you modify how it was integrated?

Explore
The implementation of the K to 12 Curriculum of the Department
of Education paved the way for the enhancement of the Teacher
Education Curriculum of the Commission on Higher Education (CHED).
The salient features of the K to 12 Curriculum have been thoroughly
considered to ensure that all the courses in the teacher education
program will meet the demands of the 21st century classrooms. One of the considerations is the
need to implement the following salient features of the curriculum through integrating
technologies for teaching and learning. The use of technologies is done in the different levels of
learning and in teaching the various fields of specialization.

1. Strengthening Early Childhood Education (Universal Kindergarten)

With the universal kindergarten program of the Department, every Filipino child is
expected to have access to early childhood education. This access can be facilitated using
technological tools that are readily available to the school for teachers’ use.
The use of technology in Kindergarten by various schools is very evident in teaching the
kindergarten pupils the alphabet, numbers, shapes and colors through games, songs and
dances in their mother tongue.

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 2. The Curriculum Relevant to Learners
( Contextualization and Enhancement)
Research shows that learners will value a curriculum that is
relevant to their lives. Students are often heard saying, “Do I
need to know how these to live a meaningful life?” how will I
use this lesson in the workplace?” what is the relevance of
these to me?’’ and so on. The answer to this question of
relevance is vital to help the teachers think of some ways by which they will be able to let
their students realize that their daily lessons are of good use to their personal well-being
and to their professional preparation.
Sara Bernard (2010) stressed that students need to have a personal connection to
a lesson material that can be done through engaging them emotionally or through
connecting the information with which they already know. This she calls ‘’Give it Context,
and Make it Count.’’
Briggs (2014) shared some few tips for making learning engaging and personally
relevant as cited by Willis, Faeth and Immordino-Yang:

 Use suspense and make it fresh – drop hints about a new learning unit before you reveal
what it might be, leave gaping pauses in your speech, change your arrangements, and put
up new and relevant posters or displays; all these can activate emotional signals and keep
student interest piqued.
 Make it student- directed give students a choice of assignments on a particular topic, or
ask them to design one of their own. ‘’when students are involved in designing the lesson,
they better understand the goal of the lesson, and become more emotionally invested in
and attached to the learning outcomes.’’
 Connect in to their lives and to what they already know – Taking the time to brainstorm
about what students already know and would like to learn about a topic helps them to
create goals. This also helps teachers see the best points of departure for new ideas.
Making cross-curricular connections also helps solidify those neural loops.
 Provide utility value – Utility value provides relevance first by piquing students and by
telling them the content is important to their future goals; it the continues by showing or
explaining how the content fits into their plans for the future. This helps students realize
the content is not just interesting but also worth knowing.
 Build relatedness – Relatedness, on the other hand answers, what have to do this with
me?’’ – its an inherent need students to feel close to the significant people in their lives,
including teachers. Relatedness is seen by many as having non-academic and academic
sides.
To be able to apply the tips recommended by various experts and to allow students to realize
the value of their curriculum, technological tools can be used. 21st century learners are expected
to be demonstrating 21st century competencies such as collaboration, digital literacy, critical
thinking, and problem solving to be able to thrive in this world (Rich, 2014). Contextualizing the
curriculum of the students for meaningful learning poses challenges in enhancing teachers’
pedagogical skills as well as technological skills.

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

To be able to promote the

child’s dominant language and to
use its language of instruction,
maximum use of technological
tools is highly encouraged.
Currently, a lot of teachers and
schools are into developing
learning materials to be able to
implement the MTB-MLE program
properly especially that there is a
dearth of printed and e-materials
in the mother tongue of the
students. Mother Tongue is used in instruction and learning materials of other learning
areas. The learners retains their ethnic identity, culture heritage and values. Children
learn better and are more active in class and learn a second language even faster when
they are more active in class and learn a second language even faster when they are first
taught in language they understood.

4. Ensuring Integrated and Seamless

Learning (Spiral Progression)

Learning basic concepts that lead to a more

complex and sophisticated version of the
general concepts entail TPACK: Technological
Knowledge, Pedagogical Knowledge, and
Content Knowledge. Rediscovering concepts
previously
presented as students go up in grade level will
be fully supported if all the areas of
specialization will be aided by technologies for
teaching and learning. This will further
strengthen retention and will enhance mastery
of topic and skills as they are revisited and
consolidated time and again. This is also allows
learners to learn topics and skills appropriate to
their developmental and cognitive skills.

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 5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by aligning the
core and applied courses to the College Readiness Standards (CRS) and
the new General Education Curriculum. Hence, the K to 12 Curriculum
focused on developing appropriate Specialization Subjects for
Academic, Sports, Arts and Design, and Technical Vocational Livelihood
Tracks. All of these specialization subjects have to be supported by
educational technology for better learning.

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st
Century Skills)

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

ready to go into different paths – the higher education, employment or entrepreneurship.
Every Graduate is expected to be equipped with information, media and technology skills
and life and career skills. This may happen with the proper implementation of the
curriculum and with the facilitation of excellent teachers. For teachers to maintain
excellent performance, they need full support, one of which is technological support.

Experience

Step 1: Introducing the Technology for Teaching and Learning 2 Course

The Technology for Teaching and Learning 2 Course helps you use the power of computer
technologies in the different fields of specialization to spark student imagination and ultimately
move, motivate , and support students toward meaningful learning.
Let as assess your prior knowledge on how you can best use computer technologies to
enhance learning, answer this question by writing your answer in the box provided.
How can technology be used most effectively in the various fields of specialization to support
and assess student learning?

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Step 2: Setting My Outcomes for this Course
It must be noted that the course outcomes can be achieved if clearly set. Therefore, there
is a need to ground this course with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various technological resources and tools that
can help you create your plans and materials improve your instruction, and enhance your future
students’ learning.
Collaborate with your teacher and colleagues and think about what you must do to be
able to make the most out of this course. Answer the following questions:
1. How will I apply all the knowledge and skills that I learned in TTL 2 in teaching my field
of specialization?

2. How will I develop learning plans for my classes to make sure available technologies for
teaching and learning will be put to use for meaningful learning?

3. How will I ensure that my goals in this course will be achieved?

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 Exchange

Teachers play a very important role in the facilitation of student learning by

designing. Implementing and evaluating the curriculum. In the Philippines, teachers
are expected to actively engage themselves in curriculum design to ensure that the K
to 12 curriculum will be best delivered to fully realize its intended learning outcomes.

Teachers make decisions about how they will implement the curriculum of their
specific field of specialization. They decide on how they must structure the activities
of their lessons and manage students’ responses and ideas. Hence, the decision of teachers is very
important. It has an impact on the students’ learning. The following are points to consider in identifying
and understanding teachers’ roles as curriculum designers:

 Undoubtedly, the most important person in the curriculum implementation process is the
teacher. With their knowledge, experiences and competencies, teachers are central to any
curriculum development effort. Better teachers support better learning because they are most
knowledgeable about the practice of teaching and are responsible for introducing the curriculum
in the classroom (Alsubaie, 2016).
 Curriculum is planned interaction of pupils with instructional content, materials, resources and
processes for evaluating the attainment of educational objectives – Jadhav and Patankar (2013).
 Curriculum is content, but when contextualized, it comes alive for students. The role of teachers
in the curriculum process is to develop an engage relationship with the content. Active learning
increases the focus and retention of the curriculum, resulting in an exciting learning environment.
Teachers build lessons that include simulations, experiments, case studies and activities to deliver
a curriculum. This interactive approach intertwines curriculum and practical experiences that
immerse students in learning. The curriculum process provides an opportunity for teachers to be
creative and put their unique stamp on the classroom experience (Meier, 2018).
 Teachers, on their part, have practical knowledge based on their daily work with students. This
knowledge is useful to curriculum committees because teachers can access whether the ideas
being developed will work in the classroom (Young, 1998).

Step 1: Considering my Role as Curriculum Designer

With the points of reference provided about curriculum and the teacher, participate in a face-to-
face/online discussion with whole group about how your field of Specialization (Ex. Physical
Education, English, Filipino, Social studies, Mathematics, Science, Agriculture and Fishery Arts and so
on) was designed. In the discussion, you are asked thoroughly consider your role as a curriculum
designer. Go over the Curriculum Guide and discuss together the essential features, focus and the
general content and performance standards of your field of specialization or major per grade level.

Step 2: Integrating Technologies for Teaching and Learning

After having an in-depth understanding of the general nature, focus and non-negotiable standards
set for your field of specialization, share with the group some technological resources and tools that
can help you deliver your lesson to raise at a high level of excellence.

Brainstorm on how these technologies can be integrated properly and how they will meet the
important learning outcomes and the 21st Century skills, share your group discussion in the class.

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Answer the following:

1. How will technological tools for teaching and learning promote the salient features of the K
to 12 Curriculum?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What are the 21st Century Skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards and competencies of your
curriculum guide.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 LESSON 2
ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS

Topic:
1. Ict-pedagogy integration in language learning plans
LEARNING OUTCOMES
At the end of the lesson, the learner should be able to:

 Discuss essential points to consider when integrating any ICT facilitating language
education;
 Present learning plans that integrate ICT in the learning procedures to be able to
attain the learning outcomes; and
 Plan for some activities that will help develop digital citizenship and relate this to the
development of 21sr Century skills among learners.

Excite
STEP 1: Recalling ICT- integrated Activities Experienced
Ponder on your background, educational experiences, and prior
knowledge and skills on how information, communication, and technologies
(ICTs) were successfully used by your teachers in the lower level. Recall the
ICT tools that were used by your teachers in your language class, Filipino or English, and describe
how these were used to help you understand your lessons. Het a paper to scribble your
recollections. Write at least 5 lessons vis-à-vis the ICT tools and a short description of how these
were used.
STEP 2: Sharing of the ICT-Pedagogy Experiences
With three (3) members in your group, each of you will share his/her scribbled experiences. To
facilitate the group sharing, assign a facilitator, a recorder, and a reporter.

STEP 3: Reporting

To allow everybody in the class to learn from the small group sharing, assign a reporter from
your small group to share the gist of your small group sharing with the whole class.

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Explore
Teaching has always been a challenging profession since knowledge has been expanding
and essential skills have been increasing and changing. With these challenges, teachers need to
engage educational technologies to assist them in the teaching-learning process. Engaging
educational technologies in teaching are founded on principles and philosophies. Understanding
these will help you successfully integrate technologies to allow your students to demonstrate the
intended learning outcomes of your field of specialization.
Integrating Technology in Instruction
Various educators and researchers
provided the following concepts and principles
about integrating technology in instruction:
1. John Pisapia
(1994)

Integrating
technology with teaching
means the use of learning
technologies to introduce,
reinforce, supplement and
extend skills, For example, if a teacher merely tells a student to read a
book without any preparation for follow up activities that put the book in a pedagogical context,
the book is not integrated. In the same way, if the teacher uses the computer to reward children
by allowing them to play a game, the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things:
1) Computer science courses, computer-assisted instruction, and/or computer-enhanced
.or enriched instruction,
2) Matching software with basic skill competencies, and
3) Keyboarding with word processing followed up with presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students
are able to select technology tools to help them obtain information in
a timely manner, analyze and synthesize the information, and present
it professionally. The technology should become an integral part of
how the classroom functions -- as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which include
both infra-structural as well as pedagogical considerations that are changing not only how
learning occurs but what is learned,
4. Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and learning is a growing
area that has attracted many educators' efforts in recent years. Based on the scope of content
covered, ICT integration can happen in three different areas: curriculum, topic, and lesson.

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 5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both pedagogical
and technological levels with much emphasis put on pedagogy. ICT integration into teaching and
learning has to be underpinned by sound pedagogical principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software skills. Teachers need
to realize how to organize the classroom to structure the learning tasks so that ICT resources
become automatic and natural response to the requirements for learning environments in the
same way as teachers use markers and whiteboards in the classroom.
Information and Communication Technology (ICT)
Before you can successfully integrate ICTs in your language instruction, there is a need to
have a good grasp of what Information and Communication Technology (ICT) is all about.
Specifically, there is a need also to determine the ICTs that are available for language education.
The following are the definitions of ICT from various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It includes the full range of display and
projections devices used to view computer output: It includes local area networks and wide area
network that will allow computer systems in people to communicate with each other. It includes
digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites, and
fiber optics. It includes computerized machinery and computerized robots.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information. These technologies include hardware devices,
software applications, internet connectivity, broadcasting technologies, and telephony.
3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit, store, create,
share or exchange information. These technological tools and resources include computers, the
Internet (website, blogs and emails), live broadcasting technologies (radio, television and
webcasting), recorded broadcasting technologies (podcasting, audio and video players and
storage devices) and telephone (fixed or mobile, satellite, video/video-conferencing, etc.)
UNESCO defines it also as a scientific, technological, and engineering discipline and
management technique used. ICT also refers to handling information, its application, and
association with social, economic, and cultural matters.
4. Ratheesswari (2018)
Information Communication Technologies (ICT) influence every aspect of human life.
They play salient roles in workplaces, in business, education, and entertainment. Moreover,
many people recognize ICTs as catalysts for change that include change in working conditions,
handling and exchanging information, teaching methods, learning approaches, scientific research
and in assessing information communication technologies. In this digital era, ICT is important in
the classroom for giving students opportunities to learn and apply the required 21st Century Skills.
ICT improves teaching and learning and helps teachers perform their role as creators of

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pedagogical environments. ICT helps a teacher to present his/her teaching attractively and
enables learners to learn at any level of an educational program.

Using ICT Integration frameworks in Language Education Learning Plans

There are a lot of concepts provided by experts relevant to integrating technology in
instruction apart from the above citations. These concepts are very helpful to clarify lingering
issues on how technologies are properly integrated in the teaching-learning process. It must be
noted that there are possible instances when technologies are used in the classroom but the way
these are used does not promote learning and does not help facilitate the attainment of the
intended learning outcomes set for a class. There is a need, therefore, to enlighten you on the
principles on how educational technologies contribute to the facilitation of the teaching-learning
process. For these purpose, the following framework may serve as a guide in integrating ICTs in
developing learning plans or lesson plans in language education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process
poses very complex tasks to
allow learners to understand
their lessons and master the
skills they are expected to
demonstrate. Thus, it will be
reassuring if teachers will
explore on engaging various
media to support various
learning activities in classrooms.
This is how the conversational
framework (Laurillard, 2002)
may support. The framework
postulates a way of presenting teaching and learning in terms of events. These are five (5)
key teaching and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation

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 Vis-à-vis the five events are specific teaching strategies, learning actions or experiences,
related media form, examples of non-computer based activity, and examples of computer-
based activity.

Teaching and Learning Events and Associated Media Forms

The Laurillard's Conversational Framework (LCF) is relevant in the field of language
education since this field requires appropriate and complex use of various technologies. The
framework clearly presents the way teaching events in language classrooms can be thoroughly
related to their language learning events. Language teachers need to systematically match their
teaching styles to the learning needs of their students. By this, the integration of ICT and
pedagogy will be done in a comprehensive and meaningful way.
The usefulness of LCF in language education was analyzed in a study that was conducted
by Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF
in developing the writing component of foreign language learners' (FLLs”) communicative
competence in blended learning (BL) context, as compared to a face-to-face (F2F) context. The
FLES in the study comprised three intact classes from a foundation course at a Saudi university.
The three skills addressed consisted of the use of the past tense to describe past events and form
wh-questions, as part of grammatical competence, and writing a letter of complaint, as part of
sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners' development in the three
aforementioned skills. The corresponding test results were then compared with those of a
control group. Moreover, the benefits of LCF were examined by gathering the learners'
perceptions of the intervention and analyzing their engagement with the teacher, peers, tasks
and language.
The study revealed that LCF was more effective in the BL than in the F2F context, in terms
of developing the learners' skill in forming wh- questions. However, both contexts almost equally

15
 developed the learners' skills in using the past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their engagement, and
analyzing their conversations, revealed positive perceptions amongst learners with an
intermediate level of English language proficiency. On the other hand, two different factors
affected their perceptions of the intervention: language proficiency and the willingness of peers
to collaborate. Another factor affecting perceptions of BL was lack of familiarity with the
technology applied. It is therefore recommended that this barrier be overcome and the use of
BL, given its effectiveness for the development of more writing skills be encouraged.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental elements. These
are pedagogy, social interaction, and technology. These elements are diagrammatically
represented by Wang in Figure 1.

Interaction with content

Pedagogy

Interaction with people

Social interaction Technology

Figure 1: the ICT Integrated Framework

The ICT Integration Framework of Waing can be fully maximized in developing learning
plans for language learning. In a language learning to deliver their lessons and to allow context,
pedagogy often refers to the language teaching strategies or techniques that language teachers
their learners to demonstrate the curricular language competencies. The pedagogical element in
language learning is very important as it primarily reflects the art of teaching a teacher will
employ in the learning process.
The pedagogical design a language teacher will use needs to include proper selection of
appropriate content and language learning activities. In the design, the teacher needs to look
into how the available technological resources will help provide scaffolds that will assist their
language learners during the learning processes. Language teachers need to note that in
developing learning plans that embed the pedagogical design, it is crucial to look into the learning
environment and ensure that this environment will provide help to fulfil the needs and objectives
of the language class with learners of diverse experiences and backgrounds The learning plans
should also involve the appropriate use of learning resources and activities that support learners'
learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial in
language learning. With social interaction, learners will naturally acquire a language and develop

16
language knowledge and skills that are important for them to live and work in various
communities. In the various learning events, the language teacher may use computers which may
allow the learners to interact and demonstrate the language skills and competencies required
from them. The teacher and the learners may use computers to connect and learn through the
computers that are now connected world-wide. With the advent of computer-mediated
communication (CMC), planned social interaction activities that aim to enhance language
learning becomes more convenient and flexible. Language learners may maximize computers
individually but they may also collaboratively use them with other learners. As noted by Uribe,
Klein, & Sullivan (2003), computer-supported collaborative learning has shown positive effects
on students' performance.
To engage the learners in the teaching-learning process fully and meaningfully, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space.
This will allow the learners to willingly share their thoughts and ideas to facilitate communication
among them.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various teaching
modes may happen. Interaction does not solely happen in a face-to-face environment. It may
also happen online. In order for any online interaction activities in a language classroom to be
effective, there is a need to consider the availability of the facilities they require and ease of
access. The human- computer interface design is also critical because this will define the utility
of the technology-based learning environment. It must be noted that in language learning, the
ease of learning in the interface design is essential. It needs to motivate the learners to fully
participate.
In the 21" Century classrooms, the three components: pedagogy, social interaction, and
technology, are needed in an ICT-based learning environment. Due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to happen .
C. Categories for Information Communication and Technology (ICT) in Teacher Training

There is a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers' use of ICT supports the
development of higher-order- thinking skills (HOTS) and promotes collaboration. This is the
reason why trainings in ICT pedagogy-integration are promoted. For a successful ICT-pegadogy
integration training to take place, it will help if a training framework will be used as a guide. Jung
(2005) was able to organize various ICT teacher training efforts into four categories. This is
presented in this framework.

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 Core Technology

ICT as main content focus ICT as core delivery technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or methods ICT as facilitating or networking

Technology

Complimentary Technology

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information and Communication Technology (ICT) for instruction, UNESCO
was able to develop ICT Competence Framework for Teachers (UNESCO, 2018).

ICT Competency Framework for Teachers (UNESCO), 2018)

This framework, which is a part of a range of initiatives by the UN and its specialized agencies
including UNESCO, aims to promote. Educational reform and sustainable economic development
anchored on the principles and objectives of the Millennium Development Goals (MDG), Education for All

18
(EPA), the UN Literacy Decade (UNLD), and de Decade of Education for Sustainable Development (DESD).
As shown by the framework, the teachers have six aspects of work understanding ICT in education,
curriculum and assessment pedagogy, application of digital skills, organization and administration, and
teacher professional learning. Across the six aspects of work are the three approaches to teaching based
on human capacity development - knowledge acquisition, knowledge deepening, and knowledge creation.
The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:
 build workforces that have information and communications technology (ICT) skills and
are reflective, creative and adept at problem-solving in order to generate knowledge;
 enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage lives effectively and realize their potential;
 encourage all members of society irrespective of gender, language, age, background,
location and differing abilities to participate fully in society and influence the decisions
that affect their lives, and foster cross-cultural understanding, tolerance and the peaceful
resolution of conflict.

The Commission on Higher Education (CHED) through its Policies, Standards, and
Guidelines (PSG) requires the integration of ICTs in language teaching and learning. Hence,
the ICT Competency Framework for Teachers is very useful to support the standards as they
will serve as a guide to assist the teachers to successfully integrate ICT into the language
classroom. Through the framework, the language teachers may structure their learning
environment in new ways, merge new technology and pedagogy, develop socially active
classrooms, and encourage co-operative interactions, collaborative learning and group work.

Experience

Step 1: Reading ICT Integrated Learning Plans in English and Filipino Read the following
examples of Learning Plans for language teaching. These sample learning plans may help you
develop your own learning plans that integrate ICT to attain your learning outcomes. After
reading the learning plans, do the series of activities that follow.

Learning Plan 1

Reporter's Notebook
By Heather Ann F. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8. Fourth Grading, Reporter's Notebook (Junior Edition), 12 days

Content Standard
The learner demonstrates an understanding Asian literature as an expression of
philosophical and religious beliefs: information flow in various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies; and use of information
sources, active/passive constructions, direct reported speech, perfect tenses, and logical
connectors in journalistic writing.

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Performance Standard

The learner transfers learning by composing a variety of journalistic texts, the contents of
which may be used in composing and delivering a memorized oral speech featuring the use of
properly-acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and behaviour.
Learning Competencies

 Use active and passive construction in a journalistic context.

 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.
Unit Summary:
In this unit, the students will act like junior reporters as they learn the proper use of logical
connectors, active and passive voices, past and perfect tenses, as well as direct and reported
speech in journalistic writing. The teacher will utilize interactive PowerPoint presentations,
sample printed and online articles as well as related web pages and videos in explaining the
grammatical structure and journalistic content of news, opinion, and feature stories. Based on
the discussed concepts, the students will create their own journalistic articles. The students will
then collaborate and make a newspaper spread through MS Publisher. They will be evaluated by
their group members, by other groups and by the teacher. This will be the students' final output
for English in the 4th quarter. It will be assessed using journalistic standards for content and
organization and related grammar rules. Ultimately, students forwarding significant changes. Will
appreciate the role of journalism in keeping the society informed and in keeping the society
informed and in forwarding significant changes.
Student Objectives Learning Outcomes:
Week 1

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Dar 1
Through an introductory PowerPoint lecture presentation on the concepts of journalism,
the students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and feature writing;
b. describe the personal significance of reading news, opinion, and feature articles to their
daily life by making a creative output (poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given samples of news,
opinion, and feature articles.
Day 2
By analysing samples of journalistic articles, the students will be able to:
a. recognize the essential journalistic content and proper grammatical structure of news,
opinion, and feature stories:
b. compare the content and structure of news articles with the two other journalistic texts
through a diagram: and
c. assemble give journalistic content into a properly structured news spread that will serve
as a model for their long-term project using MS Publisher
Day 3
Through an interactive discussion about the past and the perfect tenses, the students will be
able to:
a. identify how to apply past and past perfect tenses in making clear and meaningful
sentences,
b. discuss the functions of past and past perfect tenses in writing a journalistic article by a
brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting sentences from news,
opinion, or feature articles.
Day 4
Through an interactive discussion about the active and the passive voices, the students
will be able to:
a. discern the use of active and passive voices in making clear and meaningful sentences:
b. differentiate the function of active and passive voices through a creative dialogue;
and
c. revise sentences according to the rules of active and passive voice in journalistic
writing.
Day 5

Through an interactive discussion about direct and reported speech, the students will be able to:

a. determine the proper use of direct and reported speech in writing clear and meaningful
sentences;
b. explain the difference between direct and reported speech as used in journalistic articles through
a graded recitation; and
c. convert direct speech to indirect speech and vice versa through a writing activity.

Week 2
Day 6

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 Through a PowerPoint lecture presentation on logical connectors, the students will be
able to:
a. determine the proper use of logical connectors in writing clear and meaningful
paragraphs;
b. explain the different uses of each logical connector as used in journalistic articles through
a graded recitation; and
c. match the clauses with the correct logical connectors through an interactive classroom
activity,
Day 7
By outlining the basic structure of a news article using a PowerPoint presentation, the
students will be able to:
a. distinguish the steps in writing a primary lead, secondary lead and background in a
news article;
b. discuss with others after reviewing online news articles to identify the qualities of a
good news lead and background; and
c. create a news story about a significant current event using a variety of print and non-
print resources.
Day 8
Through watching videos detailing the basics of opinion and feature writing articles, the
students will be able to:
a. identify the essential content and basic structure of opinion and feature articles;
b. illustrate how feature and opinion articles help forward changes in society through a
creative output (poem or comic strip); and
c. review the content and structure of sample opinion and feature articles.
Day 9
By choosing a video about the pros and cons of an issue posted on a relevant YouTube
channel, the students will be able to:
a. recognize the structure and content of opinion articles :
b. relate the issue tackled in the video to their personal lives through short essay;
c. compose their own opinion articles by reacting to the video they watched.
Day 10
By browsing web pages that post " human interest writing (e.g. Humans of New York), the
students will be able to:
a. point out different angles of human interest that are essential to a short essay: writing;
b. share their favourite anecdotes from the web pages that they browsed and explain why they
chose them; and
c. use a human interest angle to write a feature article about a person inside the classroom
that they find interesting.

22
Day 11
By compiling their individual outputs (news, opinion, feature articles), the students will
be able to:
a. explain the importance of journalism to keeping citizens informed about the changes
happening in society by making a creative and informative news spread;
b. join others in exploring the effective use of MS Publisher to create news spreads out of
their journalistic works; and
c. construct a news spread that contains the group's compiled journalistic work using MS
Publisher while following standards of lay-outing, journalistic content and grammar.
Day 12
After collaborating with others in creating and showcasing a news spread that contains
their news, opinion, and feature articles, the students will be able to:
a. apply the comments from other groups that are helpful in improving the journalistic
content and grammatical structure of their group's news spread;
b. share relevant insights with their group members in objectively evaluating the news
spread of other groups; and
c. apply concepts of grammar (direct and indirect speech, logical connectors, past and past
perfect tenses, active and passive voice), journalistic writing, and proper citation of
sources in critiquing the news spreads of other groups.
Daily Procedures
Day 1
1. Start the class with a short prayer
2. Let students do the "Make What You Know" activity.
3. Start with the introductory lecture on journalism and news, feature, opinion articles
a. Ask the students what is journalism
b. Ask the students, "What is the purpose of journalism?" list the answers of the students
on the board)
c. Supplement the students' answers with this insight: "The principles and purpose of
journalism are defined by something more basis: the function news plays in the lives
of people." Bill Kovach and Tom Rosenstiel.
d. Let the students write the different types of articles. Ask the students to bring out
their newspaper
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity "There's a Difference among the Three."
a. The students will create a table about the three types of articles,
b. Using the sample articles, the student will enumerate the distinct qualities of the given
samples of news, opinion, and feature articles.
c. The students will list the qualities in the said table,
d. Five minutes before the time, ask the students to pass their paper.

23
 Day 2
1. Start the class with a short prayer.
2. Introduce the game "Put it Back Together."
a. Let the students be grouped into seven members each.
b. Give each group one set of articles containing the three types (news. feature,
editorial/opinion). The cut-outs of the given articles must be jumbled but
separated according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the class. Opinion, and
feature articles.
3. Proceed to the basic discussion about the journalistic content of news, 4. Let students
remain in their groups as they explore the functions and features of MS Publisher in
relation to assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template, (if the Internet is available, the students are
allowed to pick a template from the web).
c. Ask the students to search for sample articles from the internet (2 news articles, 1 opinion
article and 1 feature article).
d. Instruct the students to paste the content of the given articles in the layout of their
Newspaper spread will serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output. Instruct them to send
their work in your account in Google does or Schoology before the class ends. (If the
internet is unavailable, tell the students to send the file before 9pm through email).
Day 3
1 Start the class with a short prayer
2. Introduce the activity "What's Wrong with the Sentence?"
a. Prepare the PowerPoint Presentation of the activity,
b. Show the slides.
c. Ask the students to compare the pictures to the sentences by asking "What's wrong with the
sentences?"
d. Ask the students how they will convert the sentences.
e. Present the answers,

4. Proceed to the discussion about past and past perfect sentences and their importance in
journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and why it is also
important in news writing.
b. Use the hand out to review verb tenses.
c. Inform the class that the most common tenses used in news writing are past tense and
past perfect tense. Explain these through the given examples
d. Through the hand out, ask the class to give their own examples.
e. Why are reporters fond of using past and past perfect tenses? (Let the students share
their answer in front of the class).
5. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from www.englisch-hilfen.com
b. Instruct the students to read the instructions. Remind them to write their names and the
date on the paper.

24
 c. Ask the students to pass their paper a few minutes before the bell rings.
Day 4
1. Start the class with a short prayer.
2. Introduce the students to the activity “The Suspicious Suitcase"

a. Give the students a handout about passive and active voices.

b. Present the given paragraph.
c. Ask the students to convert the sentences in the paragraph voice.
d. Request one of the students to read his / her output in front of the class .
e. Ask the class what happened to the tone of the story . Did it become Their answers, should
be written in a crosswise piece of to an active paper more engaging? interesting? Why?
3. Let students collaborate in order to create dialogues incorporating the active and the
passive voices.
a. The students will group themselves into five groups.
b. Using their handouts, the two students will create a two-person dialogue (for two
minutes) using active and passive voices.
c. They will present their output in front of the class.
4. Present the lesson about active and passive voices and their relation to journalistic
writing.
a. Show the PowerPoint presentation. Give a review on voices.
b. Explain the functions of active and passive voices. Give examples.
c. Explain how to apply active and passive voices in writing a news article. Give examples.
d. Explain how to change a sentence from the active voice to the passive voice. Give
examples.
e. Let the students explain how active voice gives an interesting news story and how the
passive voice is applied.
5. Let students answer the activity "Modified Active or Passive Voice".
a. Prepare the following headlines in a Manila paper:
 Toronto named "most youthful city in the world
 Two baby baboons on display at Brooklyn zoo
 Taylor Swift had just won top prize at American Music Awards
 Scottish government revealed their independence plan
 World's first solar power plane takes flight in Hawaii Obama was elected president for the
second term
 Mothers ask nearly 300 questions a day
b. Instruct the students to write the sentences in a one whole sheet of paper. Leave three
spaces after each sentence.
c. Explain to the students that one of the headlines presented are in the active voice and
some are in the passive voice. Some of the headlines will stay the same while other
headlines will remain the same. If they will rewrite a sentence, they should write (in one
sentence) why they should convert the headline to active or passive voice.
d. Instruct the students to pass their paper a few minutes before the bell rings.
Day 5

1. Start the class with a short prayer.

2. Introduce the activity "What Did They Just Say?"
a. Show the video clip: Kurbaan - Classroom Debate Scene - Vivek Oberoi (2 minutes and 47 seconds
long).
b. Repeat the video. Ask the students to take down the important lines on a scrap paper.

25
c. Instruct the students to rewrite their chosen lines and compile each in a paragraph ask them to
present their output in a 2 crosswise piece of paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their relation to journalistic
writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported speech. These are two ways
to report what someone says or thinks.
c. Give the functions of direct and reported speech. Give examples.
d. Explain how to apply direct and reported speech in writing a news article. Ask the students to
convert the given examples.
e. Do you think knowing direct and reported speech will help you in news writing? How?

4. Introduce the activity "Tell Me About Yourself."

a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus on one trait about the
person. (Crushes, Hobbies, Talents, Family). The interview consists of only five questions. They
will write their answers on the upper half of the one whole sheet of paper.
c. After five minutes, the two students will exchange places. The first person who was interviewed
will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers into a sentence, thus
converting direct speech to indirect speech (or vice versa) whenever necessary. The students will
compile it into a paragraph.
e. Ask the students to pass their paper a minute before the bell rings.

Day 6

1. Start the class with a short prayer.

2. Let students engage in the activity “Add what is Missing"
a. Present copies of the article.
b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words are missing in
the article. Let them discuss.

3. Use an interactive PowerPoint presentation called "The Missing Link."

a. Explain that a particular journalist needs their help to finish his news article. Introduce
the character of the PowerPoint presentation. Then give the definition of the lesson.
b. As you fill in the blanks in the article, give the different types of logical connectors. Show
examples.
c. After the class has helped the character finish the article, ask them the importance of
logical connectors.

4. Introduce the activity "Can You Help His Friends?"

a. The PowerPoint presentation will provide an exercise for the students to apply logical
connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical connector
c. The students will then use their answers to rewrite the given article in an intermediate
paper.
d. Ask the students to pass their paper a few minutes before the bell rings.

5. Introduce to the class their assignment. Instruct them to gather information about a
newsworthy recent event in their school. For example, a student who won an award in
an inter-school competition or a program in school that will be held next week. The

26
 information can be gathered by interviewing knowledgeable authorities or consulting
other reliable sources (e.g. the school website).

6. Give the instructions for the class' online quiz.

a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz. doc.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher's Edmodo account before 9 p.m.
on Day 7.
Day 7-8
1. Start with a prayer to be led by one of the students.
2. 2. Use a PowerPoint presentation to discuss the lesson about news writing. The first slides
will flash a few headlines. Ask the students what they know or what they can assume
about these headlines.
a. AlDub' rice paddy art hopes to attract millennia’s to farming
b. Duterte ties Poe in latest Pulse Asia poll.
c. Talk about the basic structure of a news article. Include samples of newspaper articles
from print publications and online news sites in the presentation. The discussion will take
15 minutes.
d. At the end of the lecture presentation, instruct the students to make personalized
diagrams that outline the basic structure of a news article in their notebooks.
e. After five minutes, flash samples of diagrams that describe the structure of news articles
for students to compare and refine their outputs, if needed.
f. Ask the students what kind of news lead makes them want to read the entire article and
what they think are the qualities of a good news article background. Allow students to
discuss their answers with their seatmates. After a few minutes, ask some of them to
share their responses briefly.
g. Using their homework from Day six, instruct the students to work individually on a news
article about a significant issue within their school through Microsoft Word.
h. Tell students to properly cite their sources in the news article (e.g. printed materials or
knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised of four pages.
Inform the students of their groups, composed of 5 members each. All writing outputs
will be uploaded to Google Drive through a folder that will be accessed by the teacher
and the groups.
j. Distribute the rubrics for the newspaper spread for students' reference in conceptualizing
and designing their newspaper spreads as well as for future evaluation of other groups'
works. Groups can start compiling their works and designing their newspaper spread
starting today.

3. Look for lecture videos on YouTube detailing the basics of opinion and feature articles.
Show these videos to the class. The videos will take about 5 minutes each.

 Opinion writing: https://www.youtube.com/ watch?v=V8Gu3Md5r-M

 Feature writing: https://www.youtube.com/watch?v=EcOlsulAcXw

4. Give a skeletal structure of an outline for the two videos in which the basic content and
structure of opinion and feature articles are identified.

27
a. Type of Article
b. Essential Content of the Article
c. Parts of the Article and Description
d. Additional Tips

5. Tell students to fill in the outlines on their notebooks

6. Distribute samples of opinion and feature articles . Each student will have one sample of
each.
7. From these articles and the videos they previously ' watched , ask students to review the
content and structure of opinion and feature articles by creating mnemonic devices.
8. According to their individual preferences, the students can make a short poem or comic
strip that illustrates how feature and opinion articles help forward changes in society.
They will be given the rest of the hour to complete this on a short coupon bond.
Day 9
1. Start with a prayer to be led by one of the students.
2. Ask students if they are on social media and ask which sites they frequently use.
3. Pose the question, "Do you think social media is good or bad for you as an adolescent?"
Ask students to raise their hands to present their opinion. Count votes for Good and Bad.
4. Let students watch a video about the Pros and the Cons of social media. The Pros and the
Cons of Social Networking and Adolescents: https:// www.youtube.com/watch?v=
SAYwQM70aA
5. Once again, ask the question, "Do you think social media is good or bad for you as an
adolescent?" Ask students to raise their hands to present their opinion. Note the
difference in the number of students who voted for Good and for Bad before and after
watching the video. Ask them how watching the video affected their opinions.
6. Ask the students to work by pairs and briefly answer the following questions on an
intermediate pad:
a. What was the video about? Answer in 1-2 sentences.
b. How was the video structured in terms of:
 the introduction?
 presenting the Pros?
 presenting the Cons?
 conclusion?
c. How does the structure of the video compare with the structure of an opinion
article, as discussed previously?
d. How is the topic of the video related to your personal life and experiences?
Answer in 4 to 6 sentences.

7. Let students explore YouTube for videos that talk about the pros and the cons of one of
the following topics:
a. Technology in the classroom
b. School Uniforms
c. K tol2 Curriculum in the Philippines

8. Tell students to write an opinion article reacting to the video they watched. Through the
article, they will make a stand on the issue they chose and justify it by logical analysis and

28
 citing reliable sources. Allow them to use the internet to search for credible sources. They
will be given the rest of the hour to complete this on Microsoft Word.
9. For their assignment, ask students to conduct a short interview with a person in the
classroom they find interesting. Encourage them to choose someone they are not really
close to but would like to know better. The interview will be used to make a basic
personality sketch (e.g. personal details such as the interviewee's birthdate, educational
background, information about parents and siblings).

Day 10
1. Start with a prayer to be led by one of the students.
2. Compile and flash literary pieces from the website www.artparasites.com in a PowerPoint
presentation. Ask students how they felt after reading the passages
3. Ask the students, "How were those passages able to appeal to you?"
4. Recommend some websites and pages that post "human interest writing" (e.g. Humans
of New York) and let students explore the internet for 10 minutes to read through more
samples.
5. Ask the students which anecdotes they liked the most. Let them explain why they chose
them as their favorite.
6. Present a blank sample of a word web about the different human interest angles in
feature writing.
7. Let students complete their own word web on Microsoft Word. Afterwards, tell them to
briefly answer the question, "Why are human interest angles important in feature
writing?"
8. Tell students to bring out their homework (basic personality sketch). They will use an
appropriate human interest angle to write a feature article about the person they
interviewed.
9. Allow students to approach the person they chose as subject in order to ask follow-up
questions for their article.
10. After completing the necessary information, the students will be tasked to finish their
feature articles on Microsoft Word.
11. Assign the completion and the revision of all the students' journalistic articles as their
homework. Another assignment is to bring soft copies of all the articles (news, opinion,
and feature) that they made.
Day 11
1. Start with a prayer to be led by one of the students.
2. Instruct students to imagine a world where there are no journalists and media (radio, TV,
etc).
3. Using colored chalk, students will write their ideas (words or phrases) on the blackboard
in the form of graffiti.
4. Present a short lecture about news spreads as a form of journalistic publication including
a sample layout of a news spread. This lesson serves as a refresher of what was learned
from the previous week (Day 2).
5. Instruct students to sit with their group members as they finish compiling the soft copies
of their articles. Remind them to participate actively because they will be evaluated by
their peers using the given rubric.

29
 6. Allow groups to explore the effective use of Microsoft Publisher in making a newspaper
spread. Students will submit their final output via Google Drive before 12 midnight of that
day.
7. Before leaving the room, tell students to submit their peer evaluations by group.
Day 12
1. Start with a prayer to be led by one student.
2. Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign groups to exchange
their newspaper spreads for checking (e.g. Group 1 and 2, 3 and 4, and so on).
4. Let students within each group sit together as they rate the newspaper spreads of the
group assigned to them. They must write comments when they rate the outputs of the
other group. They will do this for 30 minutes,
5. Groups will exchange their written comments with each other. Each group will decide
which comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS Publisher.
7. At the end of the period, ask students to upload their finalized output using the
appropriate folder in Google Drive. These will be rated by the teacher. The final project
will be worth 100 points, 50 points from the Peer Evaluation, and 50 points from the
teacher (using the same rubric).
Pre-requisite Skills

 Basic research skills

 Basic knowledge in formal grammar.
 Exposure to journalism (specifically news, feature and opinion articles)
 Basic knowledge in using MS Publisher
Materials and Resources Required for the Unit
Technology-Hardware Required for the Unit

 Desktop or laptops
 Smartphones Iphones
 Internet connection
 Digital Camera
 Printer
Technology - Software Required for the Unit

 Database/Spreadsheet
 Web browser
 Word processing
 Desktop publisher
 Web page Development
 Presentation

Printed Materials

 Newspaper, Opinion, and Feature Articles

 Dictionary / Thesaurus
 Grammar guidebook or printed grammar guidelines

30
  Textbook about Journalistic Writing
 A Hand-out of the Lesson.
Supplies

 Intermediate paper
 Coupon bond
 Writing materials
*Most activities are done using computers and the internet
Internet Resources

 https://cmna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
 http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
 http://www.lssc.edu/faculty/heather_j_elmatti/Shared%20Documents/
MMC%202100/News%20Writing%2010.pdf
 http://www.evergreen.edu/writingcenter/handouts/grammar/tenses.pdf
 https://www.google.com/urlsa=t&rct=j&q=&esrc=s&source=web&c-
d=1&ved=0ahUKEwisyLPxtfTKAHVF6a YKHbwkASQQFg.
gdMAA&url=http%3A%2F%2Fwww.vguk.hr%2Fdownload.
php%3Dstudnewsfile257C1254&usg=AFQjCNH9kkAZIBL7Jz2Gbs7jy-
OWwokOTMA&cad=rja
 https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&c.
d=1&ved=0ahUKEwiSyLPxtfTKAHVF6aYKHbWkA5QQFg-
gdMAA&url=http%3A%2F%2Fwww.vguk.hr%2Fdownload. php%3Fdownload
Params%3Dstudnewsfile%257C1254&usg=AFQjCN.
H9kKAZIBL7Jz2Ghs7jyoWwokOTMA&cad=rja
 http://www3.cablevision.qc.ca/ronalds/englishclass/grammar/Active%20
and%20Passive%20Voice%20-%20Rules.pdf
 https://www.uvu.edu/writingcenter/docs/handouts/activevspassive.pdf
 http://www.stloc.edu/Student Resources/Academic Resources/Writing
Resources/Grammar_Handouts/reported_speech.pdf
 http://www.perfect-english-grammar.com/support-files/reported speech_
explanation.pdf
 Online news such as Rappler.com, Inquirer.net, among others
Accommodation for Differentiated Instruction
Students with Special Learning Needs:

 Provide notes from class discussions for review or remediation.

 Offer supplementary examples/explanations and other reading materials or sources.
 Offer short after-class instruction for specific concepts or lessons that the students
do not fully understand.
 Prepare alternative activities that are developmentally appropriate for students.

Students with Visual Impairment:

 Prepare speakers whenever videos are to be played. Make sure the contents of videos
are understandable even with audio ONLY.

31
  Convert the given videos to an audio format. Prepare braille plates for every
handout/printed activity (as preferred by the student).
 Prepare soft copies for quizzes and handouts (as preferred by the student)
 Search for a SPED instructor or someone who has knowledge in braille to assist you in
reading braille plates.
Students with Hearing Impairment:

 Add subtitles to the videos used in class.

 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in
communicating with the students.
Students who are Gifted:

 Provide additional materials or resources (print and online) for further reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the
gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/ website for questions
you cannot answer.

Student Assessment
Formative Assessment:

 Make What You Know

Based on the articles in their reading assignment, the students will create a short
essay or poem on the importance of news. The students must include the name of the
newspaper. Their score will be based on their citations and explanations about the
articles. There will be a deduction of points if the student didn't include the name of the
newspaper.
 Put it Back Together
The students are grouped into seven members each. Each group will be given
one set of articles containing the three types (news, feature, editorial/opinion). The cut-
outs of the given articles must be jumbled but separated according to type. The class
will have to rearrange the disorganized articles in two minutes. Their output will be
graded according to how the articles are arranged.
 What's Wrong with the Sentence?
Show a PowerPoint presentation with three pictures and three sentences. Ask the
students to match the pictures with the sentences. Through a graded recitation, the
students will be marked on how they will convert the sentences.
 The Suspicious Suitcase Present the paragraph:
"The Suspicious Suitcase. "Ask the student to convert the sentences in the
paragraph to an active voice. Their answers should be written on a / crosswise sheet of
paper. Assign one point for each sentence that will be converted correctly.

 What Did They Just Say?

Show the video clip: "Kurbaan - Classroom Debate Scene- Vivek Oberoi" (2
minutes and 47 seconds long) to the class. Ask the students to take down the important

32
 lines on a scrap paper. The students will rewrite their chosen lines and compile them to a
paragraph. Their output will be presented in a 1/2 crosswise. The work will be scored
according to how the students organized the lines into a paragraph.
 Add What is Missing
Before the discussion, present copies of the article: "The Virtual Jewelry Exhibit".
Instruct the class to fill the blanks to complete the article. One point will be given for each
item. Conduct a graded recitation by telling the words that are missing in the article.

 After The Video

The students will give a skeletal outline for the two videos in which the basic
content and structure of opinion and feature articles are identified. From these articles
and the videos they previously watched, ask students to review the content and the
structure of opinion and feature articles by creating mnemonic devices. Each mnemonic
device will be scored in accordance to the structure of the opinion and feature articles.
Summative Assessment
There's a Difference Among the Three
(Using the sample articles, the student will enumerate the distinct qualities of the given samples
of news, opinion, and feature articles through a table. The score of the activity will be based on
how many appropriate qualities the student can enumerate in the table.)

 Put it Back Together 2

Let the students remain in their groups. Each group will choose a layout of
newspaper template in MS Publisher in relation to assembling articles. The students will
then search for sample articles from the internet (2 news articles, 1 opinion article and 1
feature article) and create a Layout of their newspaper spread (8.5 inches x 14 inches).
Their output will be sent to Google docs or Schoology. The Layout will be graded in terms
of its organization, number of articles, and teamwork. Comments will be given to improve
their output.
 Venn Diagram
Using MS Word, create a Venn diagram that enumerates the journalistic content
and grammatical structure of news, opinion, and feature stories. The students will print
their output and then submit it next meeting. The qualities given must be based on the
given activity of their discussion. This will serve as a basis of their score.
 Exercise: Past and Past Perfect
Prepare a hard copy of an exercise from www.englisch-hilfen.com. The students
will answer the exercise by filling the correct verb in the brackets. The results of this
exercise will be added to their grade.
 Modified Active or Passive Voice
Prepare the seven headlines on a Manila paper. Explain to the students that one
of the headlines is in the active voice and some are in the passive voice. Some of the
headlines will stay the same while others will remain the same. If they will rewrite a
sentence, they should write in one sentence only) why they should convert the headline
to active or passive voice. Their answers will be written in a one whole sheet of paper.
Leave three spaces after each sentence. Three points will be assigned for each item.
 Tell Me About Yourself
The class will group themselves in pairs. One of the two should interview the
other. The interview consists of only five questions. After five minutes, the two students
will exchange places. The person who was interviewed will now interview his/her partner.

33
 After another five minutes, the two students will now paraphrase the 'answers into a
sentence, thus converting direct speech to indirect speech (or vice versa) whenever
necessary. The students will compile it into a paragraph. The students will be scored based
on the completeness, organization, and grammar of their paragraph. Comments will be
given in their output.
 Can You Help His Friends?
The PowerPoint presentation will provide an exercise where the students fill in
the blanks with the appropriate logical connector. The students will then rewrite the given
article on an intermediate paper. One point will be assigned for each item.
 Quiz: Logical Connectors
Ask the students to download the file: Logical Connectors Quiz. doc. from their
accounts in Edmodo. The students will then answer the questions of the given quiz.
Instruct the class to submit their outputs to the teacher's Edmodo account. Set your
deadline for submission.
 Diagram Use a PowerPoint presentation to discuss the lesson about news writing. At the
end of the lecture presentation, instruct the students to make personalized diagrams that
outline the basic structure of a news article on their notebooks. After five minutes, flash
samples of diagrams that describe the structure of news articles for students to compare
and refine their outputs if needed.
News Spread
Using their homework from Day Six, instruct the students to work individually on a news
article about a significant issue within their school through Microsoft Word. Rubrics will be given
for the newspaper spread for student’s reference in conceptualizing and designing their
newspaper spreads as well as for future evaluation of other groups' works.
Opinion and Feature Art
According to their individual preference, ask the students to write a short poem or comic
strip that illustrates how feature and opinion articles help forward changes in society. Their
output will be graded based on their creativity and relevance to the theme.

Panitikang Mediterranean
Targeted Philippine Basic Education Curriculum Competencies

 Pros and Cons of Social Media Let students watch a video about the Pros and Cons of
social media. Ask them to work in pairs and concisely answer the given questions on an

34
 intermediate pad. The students will use this as a basis for their opinion article. Through
the article, they will make a stand on the issue they chose and justify it by logical analysis
and citing reliable sources. The article will be graded according to content, grammar,
organization, facts and information, as well as citations.
 The Interview
The students will conduct a short interview with a person in the classroom that
they find interesting. The interview will be used to make a basic personality sketch (eg
personal details such as the interviewee's birthdate, educational background, information
about parents and siblings). The scores will be based on the interview sheet and the
answers of the interviewee.
 Human Interest
Recommend to the class some websites and pages that post "human interest
writing" (e.g. Humans of New York) and let students explore the internet for 10 minutes
to read through more samples. Present a blank sample of a word web about the different
human interest angles in feature writing. Tell students to bring out their homework (basic
personality sketch). They will use an appropriate human interest angle to write a feature
article about the person they interviewed. After completing the necessary information,
the students will be tasked to finish their feature articles on Microsoft Word. Assign the
completion and revision of all the students' journalistic articles as their homework.
Another assignment is to bring soft copies of all the articles (news, opinion, and feature)
that they made.

 News Spread (Day 11)

Instruct the students to sit with their group members as they finish compiling the soft
copies of their articles. Allow groups to explore the effective use of Microsoft Publisher in
making a newspaper spread. Students will submit their final output via Google Drive Set
your deadline for submission. Before leaving the room, the students will be evaluated by
their peers using the given rubric. A separate rubric is provided for the spread sheet.
Learning Plan 2
Philippine Secondary High School K to 12 Curriculum for Filipino
1. Naipahahayag ang mahahalagang kaisipan sa napakinggang mitolohiya
2. Nasusuri ang nilalaman, elemento, at kakanyahan, ng binasang sanaysay gamit ang mga
ibinigay na tanong,
3. Naibabahagi ang sariling, reaksiyon sa ilang mahahalagang ideyang nakapaloob sa
binasang parabula.
4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin ay ipinararanas ng
may-akda sa pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento ay maaaring mangyari sa tunay
na buhay.
6. Nailalarawan ang kultura ng mga tauhan na masasalamin sa ilang kabanata ng nobela.

35
Mga Layuning Pampag-aaral
Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome
Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo tunkol sa
Mitolohiyang Rome, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga tauhan sa napanood na dokumentaryo;
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at diyosa na maaari
nilang maisabuhay; at
3. nakasusulat ng sariling mitolohiya batay sa paksa ng akdang binasa.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa
Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at gamit ng pandiwa,
ang mga mag-aaral ay inaasahang:
1. nakapagbibigay ng halimbawa ng gamit ng pandiwa batay sa akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat ng sariling
pangungusap; at
3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang Cupid at Psyche.
Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib
Gamit ang pangkatang brain storming patungkol sa mga elemento ng sanaysay at ang
Alegorya ng Yungib, ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya ng Yungib;
2. nailalahad ang aral na ipinapahatid ng sanaysay; at lahat
3. nakagagawa ng sariling sanaysay na kinapapalooban ng elemento ng sanaysay.
Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag, ang mga mag-aaral ay
inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa pagpapahayag ng pananaw
mula sa akdang Ningning at Liwanag:
2. naipahahayag ang mga mahahalagang mensahe na ipinaparating ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na nais matupad.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang mga mag-aaral ay
inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod- sunod ng mga Pangyayari
Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe ng Butil ng Kape, ang mga
mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda;
2. nailalahad ang mga kabutihang asal na napulot sa akda na maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginagamit sa pagsusunod-sunod ng mga
pangyayari.

36
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
Gamit ang grapikong representasyon na tumutukoy sa kasaysayan ng epiko at Epiko ni
Galgamesh, ang mga mag-aaral ay inaasahang:
1. napangangalanan ang mga tauhan sa epiko;
2. pailalahad ang kahalagahan ng pag-alam sa kasaysayan ng epiko sa pag-papaunlad ng
kanilang buhay; at
3. nakabubuo ng malikhaing timeline na naglalarawan sa pag-unlad ng epiko.

Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang paglalahad ng
pagiging, ang mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa akdang Tuwaang;
2. nakapagbabahagi ng mga magagandang asal na natutunan sa akda; at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng mabisang paglalahad.
Araw 9: Ang kuwintas at Kultura ng France: Kaugalian at Tradisyon
Gamit ang mabisang talakayan ukol sa Ang Kuwintas at kultura ng France, ang mga mag-
aaral ay inaasahang:
1. naibibigay ang mga naging tunggalian sa akdang Ang kuwintas,
2. natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa maikling kuwentong
napakinggan, at
3. nailalarawan ang kultura ng France sa pamamagitan ng isang pinta.
Araw 10: Anapora at Katapora
Sa pamamagitan ng graphic orgaanizer tungkol sa anaphora at katapora, ang mga mag-
aaral ay inaasahang:
1. nailalahad ang pagkakaiba ng anapora at katapora;
2. naibabahagi ang mahahalagang tungkulin ng anapora at katapora sa kanilang buhay
bilang mga mag-aaral; at
3. nakasusulat ng mga pangungusap na batay sa anapora at katapora.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sa Ang Kuba ng Notre Dame at mga dapat
tandaan sa pagsulat ng nobela, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre Dame sa kanila; at
3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad sa tunay na buhay.
Araw 12: Dekada '70
Sa tulong ng gawaing radio drama ng akdang Dekada '70, ang mga mag-aaral ay
inaasahang:

37
 1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino na masa salamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.
Araw 13: Panunood
Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag- aaral ay inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto. Pamamaraan Ang mga
sumusunod ang mga detalye na isasagawa para sa ikatatamo ng mga natukoy na
layunin ng pag-aaral.

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

1. Ang mga mag-aaral ay manonood ng isang maikling dokumentaryo tungkol sa kaligirang
pangkasaysayan ng mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at ang mga sub-topics na
nakapaloob dito:
 Kasaysayan ng mitolohiya
 Mga diyos at diyosa ng Rome
 Cupid at Psyche (akdang pampanitikan)
 Gamit ng Pandiwa

3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang kaisipan mula sa

kanilang napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay sa mga diyos at
diyosa ng Rome.
5. Iuugnay ng mga mag-aaral ang mga katangian ng mga diyos at diyosa sa kanilang tunay
na buhay at tunay na lipunan.
6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila itong bibigyan ng buhay sa
pamamagitan ng monologo.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa
1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa pamamagitan ng isang
powerpoint presentation.
2. Isa-isahin ng mga mag-aaral ang mga tauhan ng akda at ang kanilang mga katangian at
mga ginampanan,
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari na naganap sa
pangunahing tauhan sa kuwento.
 Ang pagkakakilala niya kay Zephyr
 Ang pakakakilala niya kay Cupid.
 Ang kanyang nagawang kasalanan sa asawa.
 Ang mga naging parusa ni Venus sa kaniya.
4. Ipapaliwanag ang Mga Gamit ng Pandiwa.
 Aksiyon
 Karanasan
 Pangyayari

38
 5. Magbibigay ng halimbawa ang mga mag-aaral batay sa akda. Ginawa ni Psyche ang lahat
upang maipaglaban ang kaniyang pagmamahal kay Cupid. Labis na nanibugho si Venus sa
Kagandahan ni Psyche. Patuloy na naglakbay si Psyche at pinilit na makuha ang panig ng
mga diyos.
Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib
1. Papangkatin ang mga mag-aaral sa lima.
2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa mga mahahalagang
kaisipang kanilang nakuha sa sanaysay na Ang Alegorya ng Yungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya ng Yungib.

5. Ilalahad ng guro ang mga elemento ng sanaysay.

 Tema
 Anyo at Estruktura
 Kaisipan
 Wika at Istilo
 Larawan ng Buhay
 Damdamin
 Himig
6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa Alegorya ng Yungib at
isusulat ito sa isang buong papel.
Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw
1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.
2. Babasahin ng mga mag-aaral ang akda sa loob ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang "Lights Camera Action"
kung saan may i-aarte silang ilang bahagi ng akda.
 Liwanag
 Ningning
 Liwanag at Ningning.
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng Pananaw batay sa Akdang
binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.
Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan. Naranasan mo na bang
magtiwala? Naranasan mo na bang maloko matapos magtiwala? Matapos ng lahat ng
panlilinlang na ginawa sa iyo, magtitiwala ka pa bang muli?
2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang ilang mag-aaral ng mga parabulang kanilang nalalaman
4. Tatalakayin ng guro ang parabulang ang Tusong Katiwala sa pamamagitan ng dugtungang
pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay Pagsasalaysay

39
 6. Magbibigay ang guro ng mga halimbawa batay sa mga naging pagbabahagi ng mga mag-
aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa pagsasalaysay ang mga mag-
aaral batay sa akda.
Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod- sunod ng mga Pangyayari
1. Maglalahad ang mga mag-aaral ng mga mensahe ng magulang na kanilang babaunin
habang buhay.
 Mag-aral ng mabuti upang buhay ay mapabuti.
 Maging masipag at matiyaga sa lahat ng pagkakataon.
 Huwag kalimutang igalang ang iba at huwag maging maramot.
2. Magkakaroon ng isang sabayang pagbigkas ang mag-aaral tungkol sa Mensahe ng Butil
ng Kape.
3. Tatalakayin ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at ibabahagi ito sa klase. Hindi lahat ng
bagay na mahirap abutin ay mahirap talaga, minsan kailangan mo lang pagtiyagaan. Kung
nadapa, matutong bumangon. Mahirap kayang manatili sa sahig forever.
5. Ipapaliwanag ang mga Ginagamit sa Pagsusunod-sunod ng mga Pangyayari.
 At, saka, pati, maliban, bukod sa, tuloy, bunga nito.

6. Muling isasalaysay ng mga mag-aaral ang Mensahe ng Butil ng Kape gamit ang mga hudyat
na pagsusunod-sunod ng mga pangyayari.
7. Ipapaalala ang kanilang pinal na proyekto at kung kalian ito ipapasa at ipapanood.
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
1. Gamit ang grapikong representasyon, ipaliliwanag nang guro ang kasaysayan ng epiko.
2. Ilalahad ng guro ang mga tauhan sa Epiko ni Galgamesh. Anu Ea Enkido Enlil Gilgamesh
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng dugtungang
paglalahad.
4. Itatanghal ng mga mag-aaral ang katangian ng tauhan sa kuwentong kanilang nabunot.
Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

 Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint presentation.

 Babasahin ng limang mag-aaral ang buod ng tuwaang na may damdamin
 Tatalakayin ng guro ang mga pananda ng mabisang paglalahad.
 Sa panahon-noon, sumunod, nang, pagkatapos
 Sanhi at bunga-resulta ng, kung gayon, dulot nito, samakatuwid
 Paghahambing-higit pa rito, di tulad ng, sa kabilng dako
 Paliwanag bilang karagdagan, halimbawa nito, dagdag pa ditto, kabilang dito
5. Tutukuyin ng mag-aaral ang mga pananda ng mabisang paglalahad sa epikong Tuwaang.
Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon
1. Magbabahagi ang mga mag-aaral ng kultura ng Pilipinas na kanilang nalalaman.
 CAR- Kanyaw
 Hindi pagkawala ng kanin sa hapag kainan
 pananalangin bago kumain
 Mainit na pagtanggap

2. Talakayin ang kultura ng France kasama na ang kanilang kaugalian at tradisyon.

40
  Wika-French
 Relihiyon- Katoliko
 Male dominated culture
 "chauvinism"
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin ng mga tauhan sa
kuwento. Mathilde George Ramponneau Madam Foresteir Asawa ni Mathilde
5. Pangkatin ang klase sa lima at bawat isa ay bigyan ng bahagi ng buod ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal ng mga mag-aaral.
Araw 10: Anapora at Katapora
1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan ng isang graphic organizer.
2. Maglalahad ng sariling halimbawa ang guro.
 Karamihan sa mga tao ay ikinakabit ang kulturang Pranses sa Paris. Ito ang sentro
ng moda, pagluluto, sining at arkitektura.
 Ang France ay una nang tinawag na Rhineland. Noong panahon ng iron age at
Roman era, ito'y tinawag na Gaul.
3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa Anapora at Katapora batay
sa Ang Kuwintas.
 Sila ay supistikado kung manamit. Mahilig din sila sa masasarap na pagkain at alak.
Ang mga taga-France ay masayahin at mahilig dumalo sa mga kasiyahan.
 Si Mathilde ay supistikadang manumit, siya ay mahilig sa mga kasiyahan.
Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng Nobela
1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-aaral. Maging masipag
Huwag liliban sa klase Maging matiyaga Huwag mahuhuli sa klase
2. luugnay ng guro ang mga naging kasagutan ng mga mag-aaral sa Mga dapat Tandaan sa
Pagsusulat ng Nobela. Ang mga tauhan ay kusang gumagalaw at hindi pinapagalaw ng
may-akda Mga masasaklaw na simulain ng pagsasalaysay
3. Mahahati ang klase sa tatlong pangkat.
4. Ang unang pangkat ay mag-uulat ng mga tauhan, tagpuan at damdamin ng Nobelang Ang
Kuba ng Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensaheng nakapaloob sa nobela.
Araw 12: Dekada '70
1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada '70.
2. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari sa nobela. Martial
Law/batas militar Rallies/ mga welgang naganap Pagtira ni Evelyn sa abroad Pagbalik ni
Alma sa mga masasayang alala ng kanyang pagkabata. Salvage Crisis
3. Tatalakayin ang kuwento sa pamamagitan ng pagtukoy ng mga mag- aaral sa mga tauhan.
Alma Bartolome Gani Jason Em Evelyn Amanda
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa pamamagitan ng "spin
the bottle”. Bubuo ng isang malaking bilog ang . mga mag-aaral at may i-iikot na bote sa
gitna, kung kanino ito tututok ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikling kuwento na ang tema ау may pagkakahawig
sa Dekada '70.
6. Itatanghal ito ng mga mag-aaral sa pamamagitan ng radio drama na may kasamang sound
effects at background music.

41
Araw 13: Panonood
1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.
2. Magbibigay ang mga tagapanood ng kanilang komento, maaaring positibo at negatibo.
3. Magbibigay ang guro ng kaniyang sariling komento at mungkahi para sa ikabubuti ng
proyekto.
Mga Kasanayang Kinakailangan

 Kasanayan sa pagbasa
 Kasanayan sa pagsasalita
 Kasanayan sa gramatika
 Kasanayan sa pagsulat
 Kasanayan sa pakikinig
 Kasanayan sa panonood

Mga Kinakailangang Teknolohiya

 Camera
 Computer(s)
 Digital Camera
 Internet Connection
 Printer
 Projection System
Mga Kinakailangang Sanggunian

 Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya, parabula, sanaysay,

epiko, maikling kuwento, at nobela)
 https://www.greekmythology.com/
 www.digitaljournal.com/article/344449
 https://www.goodreads.com/book/show/11997959-mediterranean-nights
 https://www.slideshare.net/cherryjoybasug/pandiwa
Akomodasyon para mga Mag-aaral may Natatanging Pangangailangan

 Magbigay ng mga gawain na maaaring makapagpadali sa kanilang pagkatuto.

 Mga mag-aaral na nahihirapan sa pagkatuto Magtuturo batay sa kinalakihan ng
bata o batay sa mga gustong-gusto niyang gawin upang sa ganon ay mas madali
siyang makakunekta sa talakayan.
Mga Mag-aaral na Gifted

 Maghanda ng mga pangkatang gawain na maaari silang maging pinuno na gagabay

at tutulong sa iba nilang kamag-aral.
Mga may Kapansanan sa paningin

 Gumamit ng mga mga dokumentaryong panradyo at mga kuwentong panrandyo.

 Gumamit ng mga librong nakabraile.
Mga may Kapansanan sa Pandinig

 Gumamit ng mga panooring may subtitle.

 Magpatulong sa mga may kaalaman sa sign language

42
Step 2: Analyzing the Salient Parts of the Learning Plan
Identify and describe the common parts of the two learning plans you have read. Write your
observations below.

Essential Parts of a Learning Plan.

43
Step 3: Learning from the Learning Plans
By the Help of the following questions, share your own recommendations and
observations on how you may use and enhance the two learning plans.

Guide Questions Learning Plan1 Reporter’s Learning Plan 2

Notebook Panitikang Mediterranian
Are the learning objectives
aligned with the targeted
basic education curriculum
competencies? Why do you
say so?
IUs the Plan of technology
integration supportive of the
attainment of the learning
competencies and learning
objectives? Explain your
answer.
How do you plan to use the
learning plan in teaching
language lessons in the
future?
If you are to improve the plan
for accommodation for
differentiated instruction,
how would you develop it?
What significant principles in
ICT integration do you think
aare highly recommended in
developing a learning plan in
language teaching and
learning?

Exchange
Step 1: Read the following learning plans, and think of a way by which you may improve it guided
by the principles of ICT integration in language teaching.
We Filipinos are Mild Drinkers
Targeted Philippine Basic Education Curriculum Competencies
(Grade 10, English, Second Grading, World Literature including Philippine Literature, 5 days)
Content Standard:
The learner demonstrates understanding of how world literatures and other text types serve as
vehicles of expressing and resolving conflicts among individuals or groups and also how to use
strategies in critical reading, listening, and viewing, and affirmation and negation markers to
deliver impromptu and extemporaneous speeches.

44
Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing how to resolve
conflicts among individuals or groups.

 Read closely to get the author's purpose.

 Read closely to get explicitly and implicitly stated information.
 Detect bias and prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that affirm or negate.
 Compose an argumentative essay.
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the message conveyed by a material
viewed.
Learning Plan Summary
This learning plan aims to find cultural symbolisms used in a story. Deduce the meaning
of the symbolisms to understand the deeper meaning of the narrations. The students will first
view a video and read the story, "We Filipinos are Mild Drinkers” By Alejandro R. Roces. After the
film viewing, the students will find the symbolisms used in the story and deduce the meaning of
the symbolisms they found to get the deeper meaning of this short story. The students will
identify some gaps and/or points to improve from the video, according to their arguments, create
a video commentary of five members. This project will be done outside class hours.
To deliver a thought-provoking and captivating commentary, guidelines on writing and
speaking will be emphasized. Before the video commentary on video making starts, the students
will be informed that the final outputs will be checked through the use of a rubric given to them
prior to starting the project. This would include concept, script storyboard, content and
organization, quality, teamwork and timeliness. Also, a rubric for peer evaluation will be
distributed to students for them to grade their own groupmates according to their contributions,
problem-solving, technique, attitude, focus on the task and working with others. This will be done
to ensure the validity and reliability of the credits that will be given to students, and also for the
equal distribution of scores according to each student's performance and contribution in the
project.
The integration of the principles of delivering argumentative speech used in the
commentary will be graded with a rubric as well. The criteria would be persuasive effect through
the proper use of energy and voice, characterization, development of rich and well-grounded
content by providing an in-depth treatment of the topic; use of examples and theories to support
position, and appropriate use of technology to enhance the delivery of the arguments in the
commentary.

45
Step 2: Guided by the standards and the principles of ICT integration and lesson planning
principles taught in your previous classes, develop the learning outcomes of this learning plan.
Encode your daily objectives and submit these using the course Learning Management System
(LMS)

Days Daily Objectives/Learning Outcomes

Day 1

Day 2

Day 3

Day 4

Day 5

Step 3: Read the following learning plans by group and develop the learning procedures with
some plans for accommodating students with special learning needs. Encode your daily
objectives and submit these using the course Learning Management System (LMS) Portal.
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9, English, First Grading, Elements of Poetry
Curriculum-Framing Questions
Essential Questions
How does literature keep one's identity?
Unit Questions

 Why do we still read Anglo-American writers' literary works?

 How relevant are Anglo-American literary pieces to peoples' lives?
 How do literary pieces reflect our contemporary situation?
Content Questions

 What are the uses of ellipsis, slash, capitalization and interjection?

 What are the different elements of poetry?
 What are the divisions of poetry?

46
  What is the difference of poetry from prose?
 When are we going to apply word order and word formation (clipping, blending,
compounding, folk etymology, etc.) in a literary piece?

Unit Summary
In this Unit, you will compare and contrast the different types of poetry; know the
elements of poetry; apply the uses of word order and word formation in daily conversation; and
the proper usage of ellipsis, slash, capitalization and interjection. Moreover, you will be able to
explore the divisions of poetry and the difference of prose from poetry. But more than just
activating your intellectual ability, you are led to participate in a speech choir using verbal and
non-verbal strategies (hand, face, and body), enabling you to listen with understanding, speak
precisely and assuredly, and write coherently and clearly. Learning will not be fun if there's no
spice. Technology is one of those spices, indeed. Some of the activities are creating a poem and
will dramatize it using a movie maker and describing yourselves through a poem with the aid of
Microsoft word. These will enhance your creativity, teamwork, resourcefulness, etc. Moreover,
you will record your speech choir (poetry recital) using verbal and non-verbal strategies. Also,
you will answer some of the quizzes through the use of different online venues like Edmodo and
Schoology. You will maximize the appropriate use of multimedia by listening and viewing
activities such as watching a video clip to support the existing information gathered during the
discussions.
Shaping Life's Purpose through an Everyday Discovery
Student Objectives/Learning Outcomes
Day 1:
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection and capitalization to convey
meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose poem using ellipsis, slash, interjection and capitalization.
Day 2:

Providing the activity, 'Pictionary, the students should be able to:

a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.
Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.
Day 4:
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and

47
 c. illustrate the role of their mothers in their lives.

Day 5:
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1

Day 2

Day 3

Day 4

1Day 5

Examine

1. Teachers also works as a curricularist. As a curricularist, how do you intend to make your
ICT integrationmore responsive and relevant?
2. What is unique with ICT integrationin language in language teaching must be thoroughly
considered whendeveloping learning plan?

48
 MODULE 2
INTEGRATING ACTIVE LEARNING APPROACHES IN LANGUAGE LEARNING
Lesson Outcomes
At the end of the module, the students should be able to:

 discuss the concepts of the different learning approaches in language teaching and
learning;
 discuss how information and communication technologies will help develop and
present language lessons using the different active learning approaches;
 brainstorm on the possible products or outputs that will serve as an evidence of
learning of the developed learning Outcomes of the learning plan using Inquiry-
Based Learning, Problem-Based Learning and Project- Based Learning; and
 integrate active learning activities in the development of language learning plans.
Introduction
Language learning encompasses the development of the macro skills such as reading,
writing, listening, speaking, and viewing. The concern of the language teacher is how to teach
these skills in a holistic manner as these skills complement each other when used by people in
communicating.
Is it possible to target more than 2 or 3 of the macro skills in one learning activity? The answer is
yes. However, this largely depends on the approaches used by the language teacher in facilitating
the development of learning competencies in the language classroom. One way to achieve this
end is the utilization of active learning approaches.
Active learning approaches are characterized by learners' engagement in activities that
are geared towards the generation of new knowledge or making meaning to an existing
knowledge while developing other 21 Century skills (such as collaboration, media literacy, critical
thinking) in the process. Four of the recent active learning approaches introduced to enhance the
teaching learning process are Inquiry-Based Learning (IBL), Research-based Learning, Problem-
based Learning, and Project-Based Learning (PBL). These learning approaches are designed to
give more depth and breadth in the learning of content in the K to 12 Curriculum. While these
approaches are meant to provide opportunities for active exploration of content, each of these
approaches has a distinct characteristic that needs to be considered by teachers in the realization
of learning competencies especially in language teaching. Knowing the distinctions among these
active learning approaches will help the language teacher in deciding what approach to adopt.
Central to active learning approaches is the construction of framing questions that will
guide the learners in their investigation either on a specific topic or unit. Investigations become
more meaningful when these are related to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new knowledge,
technology whether digital or non-digital, plays an important role in the utilization of these active
learning approaches. With the ubiquity of technology tools that learners are exposed to, it is the
teacher's role to ensure the appropriateness and relevance of such tools in the development of
learning competencies. Aside from learning language skills, it is also important to train learners
of their responsibilities as they engage in digital learning activities and enable them to
discriminate digital tools that are useful in enhancing their knowledge on the content of
investigation.

49
 LESSON 1
Inquiry-Based Learning and Research-Based
Learning Lesson Outcomes
At the end of the lesson, the learner should be able to:

 discuss the salient features of inquiry-based learning and research-based learning

and their application to the attainment of language learning competencies and
language learning outcomes;
 analyze how technologies for teaching and learning languages can be maximized
in inquiry-based learning and research-based learning; and
 state some performance standards from the Curriculum Guide that can employ
inquiry-based learning and research-based learning.
Excite
To be able to attain the above-stated lesson objectives, do the following exercises step-
by-step:
Step 1: The KWL Chart
Familiarize yourself with the concept of KWL chart. Analyze the contents of the charts and
think of how you can use this chart in facilitating your language lessons.

KWL CHART
Language Topic:
Big Question:
What I Know What I want to Know What I Learned

50
Step 2: Starting with an Essential or Big Question
Since inquiry-based learning usually starts with essential or big questions that elicit varied
answers from the respondents, think of a question that you would like to ask your students
relevant to a specific lesson in your language class. Do this in a group with five (5) members. Some
example questions may be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of long ago?
What is one main characteristic of a young children that helps them to know about the
world they live in? Write your big question on the KWL chart.
Step 3: Finding Out What We Know

Eliciting from your collective lived experiences as groupmates, provide an answer to the
big question you identified. Record your answers through filling in the first column of the KWL
Chart. In this step, each members expected to actively participate to fully answer the KWL chart.
As you do the activity, writing and speaking skills can be observed to be demonstrated by each
member.
This activity can be done at any level in your language classes in the future. You need to
allow some students like in the pre-school level to draw their answers in the chart if they cannot
write their answers in verbal form.
Step 4: Finding Out What We Want to know
To allow you to freely explore about what is in store in the world around you, fill in the
second column of the KWL chart. By answering the second column, you will be able to think of
other possible information that is beyond the knowledge that you have about the big question.
This activity contributes to the development of inquisitiveness of students.
Step 5: Finding out the Answer from Experts
To be able to learn better about the topic and big question, get on searching for an answer
to the questions from reliable sources. Sources may refer to your language teachers or from the
library resources (digital or printed). Conduct interview with some teachers or other human
resources who may give an answer to the question or get information from your library
resources. Record your interview data or literature review data.
Step 6: Finding Out What We Have Learned
Finally, organize the results of your gathered data and write your answer in Column 3 of
your KWL chart.

51
Explore
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in ou society today. It continues to usher
the study of so many fields that enable various scientists and experts to provide solutions to
emerging issues affectin the society in general. In the classroom, in particular, the process of
inquir is a basic learning activity that every teacher is expected to facilitate. Th development of
the ability to ask among learners is basic in the age of 1 Fourth Industrial Revolution. According
to the Future of Jobs Report during world economic forum, the top three of the ten skills needed
in this age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start
from the process of asking.
Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners '
active participation in finding answers to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation to the curriculum. Learners are
given opportunities to engage in self-regulated activities as they pursue their investigation. Using
this in the language classroom can facilitate the development of communication skills as it
involves activities such as writing questions, deliberating on ways of finding answers to curricular
questions, and presenting outputs as evidence of inquiry among others. This approach
encourages students to work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the
K to 12 curriculum for English. Investigation proceeds using various sources of information and
presentation of outputs of the students using a productivity tool. Depending on the required
output, the assessment tool that will be used should be given to the students before the inquiry
commences.
When to Use Chisholm and Godley (2011) purport that inquiry-based instruction (IBI)
offers an especially appropriate approach to learning about language variation, identity, and
power since IBI can provide students with opportunities to learn about current issues in
sociolinguistics through sharing and debating on a personal experience with language from
multiple perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These
are:
1. Structured Inquiry - This lets the students follow the lead of the teacher as the entire
class engages in one inquiry together.
2. Controlled Inquiry - The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry - The teacher chooses topics or questions and students design the product
or solution.
4. Free Inquiry - Students are allowed to choose their own topics without any reference to
a prescribed outcome.

Role of Teacher
The success of (IBL) largely depends on the careful planning of the teacher in relation to
the curriculum. The language teacher needs to look into the learning competencies that can be
satisfied by a simple inquiry or more complex inquiry. He/she controls and prepares the topic for
investigation and guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs using technology tools
that are afforded to them. When technology is coupled with IBL, a gateway to information is
opened and students can have access to information at anytime and anywhere. It is assumed

52
that the teacher is knowledgeable of the sources of information and whether the learners have
access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec
and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It
has become the most sought out source of information because of the variety of tools that
abound. Language is no longer a barrier in one's search for information. Depending on the unit
of study in a language curriculum, there are many free educational websites that are available
for the language teachers and learners. Due to the vastness of sources of information from the
WWW, any language teacher who is using IBL has the responsibility to direct learners to websites
that provide the proper information. The technology tools that are made available for the
learners, whether online or offline, should support the object of inquiry which is aligned to the
learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources
of information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However, learners are undeniably familiar and probably
more adept in exploring the internet. Guiding them in locating online resources that are relevant
in developing their research and communication skills will let them learn the importance of using
educational resources in an explicit and implicit way.
Experience
To be able to apply inquiry-based leaning in your field of specialization, do the following
steps:
Step 1: Reading Curriculum Guide in English or Filipino Subject Identify a grade level from
the K to 12 Curriculum and read the Curriculum Guide for English or Filipino of this level. Focus
your reading on the different language competencies of every language lesson.

Step 2: Identifying Language Competency for IBL Find learning competencies in the
chosen Curriculum Guide that are suited for an IBL. Determine the type of inquiry that you will
be using. Note them down on the table provided.

53
Subject:
Grade Level:

Language Learning Competencies Type of Inquiry

10

54
Step 3: Developing Core Questions
Create core questions/s about the competencies that learners might be asked to answer.

Subject:
Grade Level:

Language Learning Competencies Type of Inquiry

10

55
 LESSON 2
PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING
Lesson Outcomes
At the end of the lesson, the students should be able to:

 discuss the salient features of problem-based learning and project-based learning

and their application to the attainment of learning competencies and learning
outcomes;
 analyze how technologies for teaching and learning can be maximized in problem-
based learning and project-based learning, and
 share some performance standards from the Curriculum Guide that can employ
problem-based learning and project-based learning.
Excite
Step 1: Study a picture from the internet and create a meme or a question about it.
______________________________________________________________________________
______________________________________________________________

Step 2: Write 1-2 sentences about literature.

______________________________________________________________________________
______________________________________________________________

Step 3: Between creating a meme or a question about picture from the internet and writing nces
about literature, which did you find easier to write about? Explain your answer.

______________________________________________________________________________
______________________________________________________________

The activity above obviously shows that it is easier to write about something that is
relatable in our real life situations because of our prior knowledge or experience. Language
teaching and learning in the basic education are not just about parts of speeches, grammar and
other contents but more so on how these are used to deal with real-life experiences. Using
problem-based learning is one of the approaches that may bring forth more meaningful learning
experiences in and beyond the classroom.
Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving
open-ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life issues.
It also requires more than one answer or solution. Learners are engaged in a collaborative task
as they work towards the solution to the problem. This learning activity is done in small groups
with each member assigned a certain task to accomplish. In the process of engaging in PBL, they
learn several skills such as problem- solving, communicating, and research, among others which

56
are essential in the workplace. The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following five principles
of PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and engagement with
the task.
5. Materials such as data, photographs, articles, can be used to solve the problem. (p.
73)
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem-current issues that do not have just one answer or one definite
solution;
2. Brainstorming-generate ideas; tackle the problem through self directed questioning;
arouse students' intrinsic motivation;
3. Collecting and analyzing the information-assigning grou members to collect information;
posting what they found and wha they learned; collaborative collection of useful
information;
4. Synthesizing information-solving the synthesized relevant data; knowledge building;
5. Co-building knowledge-presentation of the solutionto the learning problem/issue;and
6. Refining the outcomes –giving of feedback and suggestions by the instructor to help
students improve; learning from other group’s presentation.

Benefits of of Problem-Based Learning

Several studies revealed positive impacts of PBL on learners as they engage in the process.
Among these are the following.
(Ghufron & Ermawati, 2018, p. 666- in EFL writing class)
1. Promotes self confidence and motivation
2. Reduces students’ nervousness during the learning process
3. Increases students’ responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem solving solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students debvelop positive attitude towards learning

For Baresh, and Ali, and Darmi, 2019-EFL students:

 Enhances fluency in communication

 Improves grammar
 Improves comprehension

57
  Enhances good punctuations and intonations
 Enhances self-confidence
 Increases range of vocabulary

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

 Enhances fluency in communication

 Improves grammar
 Improves comprehension
 Enhances good punctuations and intonations
 Enhances self-confidence
 Increases range of vocabulary

The study of Lin (2017)

Revealed statistically that the PBL participants showed more improvement in their
reading comprehension than trhe non-PBL participants. The study further looked into the PBL
activr English learning attitudes of the two groups and found that PBL participants’ “motivation
intensity, their desire to learn English, and communication inside and outside the classroom were
significantly higher than those of the participants of the non-PBL group" (p. 116). The research
also found that the PBL participants' active English learning attitudes are significantly related to
their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve
the learners but also the teachers. In the study of Markušic and Sabljic (2019), they sought to
establish the teachers' attitudes on the problem-based teaching of literature. Their data revealed
that PBL is an "acceptable methodological system” because they saw "greater interest and
activity of students, development of student's critical thinking and communication skills,
encouraging curiosity and exploratory thinking, developing love of reading, and developing the
skills of connecting teaching topics" (p. 27).
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number of free online tools that they can use from
the commencement of the task to its completion especially that some of the group tasks will be
done outside the regular class hours. These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring their own contributions. The teacher
acting as facilitator may also have the opportunity to peep into the activities of each learner
thereby enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and
Kuswara (2010) stress that technology is simply the mediator for collaboration and
representation and that it is the type of task and thinking processes in which students engage
that determine the quality of learning (p. 181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking.
These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In
the study of Kung (2018), it was found that advanced language learners had positive perception
about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars,
organizers, citations and others are also available to assist learners and teachers in accomplishing

58
required tasks and outputs from a PBL activity. There are free tools that can be downloaded for
mobile phones, laptops or desktops. Before using or recommending these tools to learners, it is
important that teachers take note or try out the tools first to be familiar with the most
appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before the technology integration. As soon as these
are in place, the statement of learning outcomes in the learning plan must be stated in behavioral
and measurable terms. PBL is about developing higher order thinking skills; therefore, the
taxonomy of objectives should be utilized to ensure that you are targeting the required
outcomes. Consider using the revised Bloom's taxonomy by Anderson and Krathwohl in creating
your learning outcomes.
Nature of Project-Based Learning/ Project-Based Approach
Project-based learning is an approach but has evolved as a teaching method that engages
learners in a series of planned tasks resulting to the generation of solutions to real-world
problems. It is a student-centered approach as it takes into account the realm of experiences and
interest of students. This method is based on John Dewey's principle of learning by doing and
Vygotsky's constructivist theory of learning that advocates social construction of knowledge.
PrBL/PBA is a collaborative learning activity where learners work on an authentic task guided by
an open-ended question. Each member has an assigned role that will contribute to the solution
of the problem that was identified. This problem reflects real issues in their community or the
world at large.
Past and more recent researches have proven PrBL to be beneficial in the development
of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student feedback
questionnaire given to 99 students, it was revealed that students knowledge of the topic
taken, searching review for the topic, communication skills, data collection skills, and
analytical and presentation skills were enhanced. The teachers also perceived that PrBL
could cause 100% enhancement of knowledge on the various components of research
methodology, update of the knowledge on a particular topic, and increase in interaction
with students.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The researchers
investigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learers. The study
revealed a significant improvement in the learners' overall oral communicative
competence after a 12-week intervention lessons using PrBL as a strategy. They also
concluded that PrBL as a teaching strategy is effective and is recommended as suitable
English language teaching strategy especially for learners with low proficiency in the
English language.
3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed mixed-
method to examine the development of life skills through PrBL. Their findings revealed
that after taking the PBL course, there was a significant difference in the mean scores for
the following life skills: responsibility, problem solving, self-direction, communication,
and creativity skills. It was concluded that PrBL indeed promotes further development of
life skills.
Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your
future classroom. Follow the steps and the instructions given.

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 Step 1. Using Notetaking Applications
Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in
English. Use any notetaking app or tool for recording your output.

Step 2. Constructing Key Questions for PBL Using your K to 12 Curriculum in English, choose
3 learning competencies from different quarters, identify the content standards and
construct key questions that can motivate students to engage in a PrBL activity. Use the table
provided.

Quarter Learning Content standard Open-ended

competency question

Step 3. Group Sharing

Assign who will share the group output after 20 minutes.

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Experience
Step 1: Searching for Web 2.0 Tools
With a group of five members, fill out the table that presents various Web 2.0 tools and
language activies where such tools may be used.

Web 2.0 tools Purpose Sample activives for

language learning

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 Tools that can be used in the Language classroom and share it to
the class:

Step 3: Sharing
Share your answers to step 1 and 2 to the whole class.

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