TECHNOLOGY FOR TEACHING AND LEARNING 1

Teaching Demonstration

I. Learning Outcomes
At the end of the activity, the student- teachers should be able to:
1. Identify learning principles and theories that are applied in technology-driven
teaching and learning models.
2. Demonstrate media and technology integration in teaching.
3. Reflect on the importance of instructional design models, principles and theories
in teaching and learning process.

II. Learning Activity

1. The class will be divided into 8 groups. Each group assigned to a specific topic.
2. Topic per group:
1) Dale’s Cone of Experience
2) TPACK (Technology, Pedagogy, and Content Knowledge)
3) ASSURE Model
4) 21st Century Literacy Skills (with emphasis on Digital Literacy Skills)
5) Gagne’s Design Models
6) Bloom’s Taxonomy and Bloom’s Revised Taxonomy (Krathwohl & Anderson)
7) ADDIE Model
8) Merill’s Principles of Instruction
3. The teaching demonstration must include the following:
i. Learning Outcomes
ii. Reference/s
iii. Review/ Motivation/ Activity
iv. Lesson Proper
v. Assessment/ Application
4. The teaching demonstration must be at most 60 minutes.
5. Each group will be assessed through a rubric.
 Rubric for Teaching Demonstration

Last Names: Date:

Criteria Exemplary (10) Proficient (8) Developing (5) Needs Score

Improvement (3)
Content Demonstrates a Shows a good Basic Lacks
Knowledge deep understanding of understanding understanding
understanding of the of the concepts, of the concepts;
the concepts, with with noticeable many incorrect
concepts and minor gaps answers or avoids
answers inaccuracies in and some incorrect questions.
questions with answering answers.
accuracy and questions
insight.
Clarity of Concepts are Concepts are clearly Some concepts are Explanations are
Explanation explained in a clear, explained, with explained clearly, unclear or
concise, and appropriate but others are confusing,
engaging manner, examples, confusing or lack with few or no
with excellent although some sufficient examples to
examples. explanations could examples. illustrate
be concepts.
more concise.
Clarity of Learning outcomes/ Learning outcomes/ Learning Learning outcomes/
Learning objectives are objectives are outcomes/ objectives are
Outcomes/ clearly defined, defined but may objectives and missing or
Objectives specific, lack specificity or outcomes are irrelevant,
measurable, alignment with the vague or unclear, hindering the
achievable, relevant goals of the lesson making it difficult clarity of the
and time-bound, and curriculum. to determine their lesson.
aligning with the alignment with the
goals of the lesson. goals of the lesson.
Use of Effectively uses Uses instructional Instructional Few or no
Instructional instructional materials materials are used instructional
Materials materials, code that support but do not materials were
examples, learning, although consistently used, or those
and other resources some could be enhance used were
to better integrated or understanding or ineffective in
enhance more effective. are aiding
understanding underutilized. understanding.
Student Engages students Encourages student Limited student Little to no effort
Engagement with participation and interaction or to engage
interactive responds to engagement; students; does
questions, feedback, feedback not respond to
encourages although some is acknowledged feedback during
participation, and students but the session.
adapts based on may not be not well-
feedback engaged. integrated.
Lesson The lesson is well- The lesson has a The lesson has a The lesson lacks
Structure structured, with a clear structure, basic clear structure,
clear although some structure, but making it difficult to
introduction, transitions may be sections follow or
development, and abrupt or disjointed may feel understand.
conclusion. disorganized
or lack coherence.
 Assessment Utilizes appropriate Includes some Includes limited Assessment
Methods and diverse assessment assessment methods were
assessment methods, but may methods that may missing or
methods that align lack diversity or not align with the inappropriate,
with the intended alignment with the learning outcomes hindering the
learning outcomes learning outcomes of the lesson. measurement of
of the lesson. of the lesson. student learning
and feedback.
Time Manages time well, Manages time Struggles with time Poor time
management covering planned effectively but management, management;
topics without may slightly rush or leading either
rushing or leaving omit minor points. to either rushed or fails to cover key
out key points. incomplete topics or
coverage of topics. significantly
overruns time.
Communication Communicates Communicates Communication is Communication is
Skills effectively, with clearly but may sometimes unclear, unclear or
appropriate tone, occasionally with issues in tone, ineffective, with
volume, and pacing, struggle with pacing, or significant issues in
and maintains eye pacing, tone, or eye maintaining eye tone, pacing, or eye
contact. contact. contact. contact.
Collaboration Demonstrates Collaboration and Collaboration and Collaboration and
and Teamwork excellent teamwork are teamwork are teamwork are poor,
collaboration and evident, but there somewhat lacking, with significant
teamwork, with all are minor issues with noticeable disparities in
group members with the disparities in contribution and
contributing equally contribution or contribution or lack of coordination
to the teaching coordination among coordination. among group
demonstration. group members. members.

CP- 2A
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
Abayata Aclon Alampayan Alo Amor Andoy Antiquesa Arbuyes
Duyan Dela Peña Dagsil Dagon Basio Banual Arubio Arnaiz
Floresca Harina Herbito Janea Ladao Lawag Layese Marcelo
Jharel S. Sangutan Recamora Ramirez Quirante Pombo Moran Masicampo
Teruya Undo Ursos Valmorida Zamoras Jhasper S.