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Sdo Pasay Workbook Course 1.V1

This document provides an overview of a professional development program for teachers on online teaching strategies and assessments. The 4-day course aims to help teachers implement asynchronous and synchronous lessons using appropriate pedagogies aligned with curriculum standards. It covers topics such as models for flexible learning, teaching in synchronous/asynchronous classes, online pedagogies, and designing online instruction. Teachers will learn to create weekly and daily lesson plans, an online lesson using Moodle/Google Classroom, and present a culminating project demonstrating their learning. The program aims to help teachers improve student learning outcomes in the new normal of flexible learning environments.

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0% found this document useful (0 votes)

129 views67 pages

Sdo Pasay Workbook Course 1.V1

Uploaded by

Orlyn Tubo Anino

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Course 1: Strategies for Online Teaching 1

STRATEGIES FOR
ONLINE TEACHING AND
ASSESSMENT IN A
FLEXIBLE LEARNING
ENVIRONMENT

COURSE 1:
STRATEGIES FOR
ONLINE TEACHING IN A
FLEXIBLE LEARNING
ENVIRONMENT

THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 2

TABLE OF CONTENTS

● Program Overview 3
● Session Flow and Workbook Activities
o Part 1- Adult Learning Principles 6
o Part II- Strategies for Online Teaching in a 8
Flexible Learning Environment
● Day 1- Models for Flexible Learning 8
● Day 2- Teaching in Synchronous and 14
Asynchronous Classes
2.1 Preparing Learning Plans
Integrating Moodle 17

● Day 3- Pedagogies for Online and

Offline Modality 26
● Day 4- Designing an Online and
Offline Instruction
31
4.1 Essential Points on Online
Teaching
33
● Workplace Application (Project Initiative) 41
o Checklist for the Daily Learning Log 41
o Checklist for the Online Lesson 43
o Checklist for the Teaching Demonstration 45
● Web Sources for Teaching
o K-3 49
THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 3

o 4-7 Grade 50
o 8-10 Grade 51
o 11-12 Grade 51
● References 52

PROGRAM OVERVIEW

A. Rationale
This program is a response to continuously capacitate the teachers for
improved student learning and was designed to enable schoolteachers to use
online teaching strategies and assessments in a flexible learning
environment. The program has 2 courses, the first course is entitled
“STRATEGIES FOR ONLINE TEACHING IN A FLEXIBLE LEARNING
ENVIRONMENT”.

Course 1 begins by defining the standards of flexible learning. These

standards are used to determine the quality delivery of instruction. The
succeeding sessions focus on managing synchronous and asynchronous
learning. Models of teaching are presented and how they are done in self-
paced modality. The last leg of the session provides the guidelines for
designing an online lesson. The second course is entitled STRATEGIES
FOR ASSESSMENT IN A FLEXIBLE LEARNING ENVIRONMENT.

Course 2 focuses on strategies to develop summative and formative

assessments that are suitable for various distance learning modalities. The
course will ensure that the developed assessments are aligned to curriculum
requirements. Its contents focus on developing teachers who can employ
different strategies in monitoring, evaluating, documenting, and reporting
learners’ needs, progress, and achievement in the new normal. The program
will also assist teachers in providing learners with the necessary feedback
about learning outcomes after monitoring their learning.

The program will be fully delivered online-- asynchronous and

synchronous learning through Microsoft Teams. For the asynchronous
learning, participant workbooks were developed for our teachers to further
THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 4

deepen their learning by completing tasks related to topics delivered during

the synchronous learning. Lastly, The Project Initiative is the culminating
project of the participants where their learning from the program. These
completed project initiatives will be presented to the SDO and fellow
participants.

B. Terminal Objective of the Program (Course 1)

By the end of this program, the participants will be able to implement
an asynchronous and synchronous lesson with appropriate pedagogies
anchored on the MELC together with a weekly home learning plan (WHLP)
and daily lesson log (DLL).

C. Enabling objectives of the Program

At the end of the program (course 1), the participants will be able to
● Provide specific examples of practices on the standards of Flexible
learning;
● Create WHLP applicable for synchronous and asynchronous learning
● Create a DLL incorporating pedagogies (Concept attainment model,
Inductive thinking model, Advanced organizer, and Inquiry-based
learning)
● Create an online lesson in Moodle or Google classrooms

D. Philippine Professional Standards for Teachers

● The Program is for Teachers Moving to Career Stage 3 - Highly
Proficient.
● The following domains from the Philippine Professional Standards for
Teachers are the target of this program:

DOMAIN 1: Content Knowledge and Pedagogy

STRAND: 1.1 Content knowledge and its application within and across curriculum areas

SUB 1.1. Model effective applications of content knowledge within and across
STRAND: 3 curriculum teaching areas.

DOMAIN 4: Curriculum and Planning

STRAND: 4.1 Planning and management of teaching and learning process

SUB 4.1. Plan, manage and implement developmentally sequenced teaching and
STRAND: 3 learning processes to meet curriculum requirements and varied teaching
contexts.

STRAND: 4.2 Learning outcomes aligned with learning competencies

SUB 4.2. Model to colleagues the setting of achievable and challenging learning
STRAND: 3 outcomes that are aligned with learning competencies to cultivate a culture of
THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 5

excellence for all learners

DOMAIN 5 Assessment and Reporting

STRAND: 5.1 Strand Design, selection, organization, and utilization of assessment

strategies

SUB 5.1. Work collaboratively with colleagues to review the design, selection,
STRAND: 3 organization and use of a range of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

STRAND: 5.2 Monitoring and evaluation of learner progress and achievement

SUB 5.2. Interpret collaboratively monitoring and evaluation strategies of attainment

STRAND: 3 data to support learner progress and achievement

DOMAIN: 6 Community Linkages and Professional Engagement

STRAND: 6.1 Strand Establishment of learning environments that are responsive to

community contexts

SUB 6.1. Reflect on and evaluate learning environments that are responsive to
STRAND: 3 community Contexts.

STRAND: 6.2 Engagement of parents and the wider school community in the educative
process

SUB 6.2. Guide colleagues to strengthen relationships with parents/guardians and the
STRAND: 3 wider school community to maximize their involvement in the educative
process.

● The Program is for Teachers Moving to Career Stage 4 – Distinguished

● The following domains from the Philippine Professional Standards for
Teachers are the target of this program:

DOMAIN 1: Content Knowledge and Pedagogy

STRAND: 1.1 Content knowledge and its application within and across curriculum
areas

SUB STRAND: 1.1.4 Model exemplary practice to improve the applications of content
knowledge within and across curriculum teaching areas.

DOMAIN 4: Curriculum and Planning

STRAND: 4.1 Planning and management of teaching and learning process

SUB STRAND: 4.1.4 Model exemplary practice and lead colleagues in enhancing current
practices in the planning and management of developmentally sequenced
teaching and learning process.

STRAND: 4.2 Learning outcomes aligned with learning competencies

SUB STRAND: 4.2.4 Exhibit high-level skills and lead in setting achievable and challenging
learning outcomes that are aligned with learning competencies towards

the cultivation of a culture of excellence for all.

DOMAIN 5 Assessment and Reporting

STRAND: 5.1 Strand Design, selection, organization, and utilization of assessment

strategies

SUB STRAND: 5.1.4 Lead initiatives in the evaluation of assessment policies and guidelines
that relate to the design, selection, organization and use of effective
diagnostic, formative and summative assessment strategies consistent
with curriculum requirements.

STRAND: 5.2 Monitoring and evaluation of learner progress and achievement

SUB STRAND: 5.2.4 Provide advice on, and mentor colleagues in the effective analysis and
use of learner attainment data.

DOMAIN: 6 Community Linkages and Professional Engagement

STRAND: 6.1 Establishment of learning environments that are responsive to

community contexts

SUB STRAND: 6.1.4 Model exemplary practice and empower colleagues to establish and
maintain effective learning environments that are responsive to
community contexts.

STRAND: 6.2 Engagement of parents and the wider school community in the educative
process

SUB STRAND: 6.2.4 Lead in consolidating networks that strengthen relationships with
parents/guardians and the wider school community to maximize their
involvement in the educative process.

SESSION FLOW AND WORKBOOK ACTIVITIES

PART 1- ADULT LEARNING PRINCIPLES

Activity. Read the information about the adult learning principles and
accomplish the reflection activity that follows.

The design and delivery of this program are anchored on the principles of
andragogy. The following are the four principles proposed by the
forerunner of the andragogy, Malcolm Knowles (1913- 1977).

1. Adult learners are intrinsically motivated. Generally, adults as

participants are self-directed and have the innate tendency to find
ways to advance their knowledge for professional gains. During the
training, they are active in sharing their understanding and
experience of a problem and much more willing to discuss strategies
and solutions to address them.

2. Adult learners must be well informed of their training, its relevance,

and its benefits. Participants need to have a clear understanding of
the background, purpose, objectives, and other relevant information
about the training program for them. It must also be clearly stated to
them what is at stake for them when and after they attended the
training.

3. Adult learners learn more when they are actively engaged in the
learning process. Participants learn more effectively by doing and
reflecting on what they already learned, what they want to learn
more, and how they can connect what they learned to their current
work activities and practices. In most cases, they are more engaged
in activities that allow them to recall, interact, and practice existing
and new information.

4. Adult learners have wealth of experiences and come from diverse

backgrounds. Participants have already possessed wide and varied
beliefs and practices. Hence, it is important to use their experiences
as a springboard and example in enabling them to see the link
between the training objectives with their career or professional
development.

Reflection Prompt: What are your key take aways from the adult learning
principles that can essentially guide you through in this training program? Use
the space below for your reflection.
_________________________________________________________

_________________________________________________________

____________________________________________

PART II- STRATEGIES FOR ONLINE TEACHING IN A FLEXIBLE

LEARNING ENVIRONMENT

DAY 1- MODELS FOR FLEXIBLE LEARNING

Activity. Here are the titles and links to You tube videos on the concepts of
flexible learning modalities. Watch the videos and do the task that follows.

● Flexible Learning: Webinar Lectures with Donald Boyes.

https://www.youtube.com/watch?v=qzJbXswtG1w
● Stories of Hope: Guro sa Misamis Oriental, gumagamit ng walkie
talkie para makausap ang estudyante.
https://www.youtube.com/watch?v=wSfAor0xkro

Task. What do you see as the similarities and differences of the concepts of
flexible learning modalities highlighted in the videos with your existing
practice? Use the T-Chart below for your responses.

Similarities of the flexible learning Differences

modalities from the video with my
existing practice

● What learning modality from the Stories of Hope video was shown?
Do you find this more applicable in your setting?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

_______________________________________________________
_____________

Abstraction. In this module, you will be introduced to two models. The first
one is the Framework for Flexible Learning Modalities (Figure 1), which
shows four quadrants of flexible learning modalities. The other one is the
Multimodal Model for Online Education (Figure 2), which integrates essential
components for online education such as community, interaction, and self-
paced, independent instruction.
Framework for Flexible Learning Modalities

Figure 1. Framework/Model for Flexible Learning Modalities

As seen in Figure 1, four aspects vary in the teaching and learning aspects
across the four quadrants of flexible learning. This includes the approach to
learning, pedagogy involved, model of presenting the learning material, the
teacher and/or facilitator, and how learners’ progress is monitored.
● In the first quadrant, the delivery is online through face-to-face
interaction. This involves integrating technology in certain lessons
while other lessons are delivered via face-to-face (blended learning).
In this scenario, the teacher facilitates the learning process. This is
the usual approach where the teacher is present inside the classroom.

There are several standards available in this setup and this will not
be covered in this report
● In the second quadrant, the delivery of the lesson can be pure online
and the learner is based at home or in a setting far from the school
due to defined constraints. In this case, technology is integrated into
most of the lessons. The pedagogy is also blended where various
combinations of strategies are facilitated through an online mode. In
this scenario, the facilitator of learning would be the parent,
guardian, tutor, or any adult who can assist the learner. The teacher
can monitor the learner at scheduled times through any form of
communication. In this aspect, the structure of the teaching and
learning is not too much controlled by the school. Standards are
provided in this article for delivery mode.
● In the third quadrant, the learning is facilitated by the teacher in the
school setting and the learning resources are provided offline (i. e.
printed). An example of a learning resource would be a learning
module that facilities the learning process. The usual pedagogies are
implemented here by the teacher who is physically present in the
classroom setting. There are numerous available standards for this
quadrant that includes teaching competencies and frameworks for
the teaching and learning process. This report will not cover
standards for this quadrant.
● The fourth quadrant involved the learner at a remote location and the
lessons are provided offline (i. e. printed) or can be accessed in a
given source. The approach here is described by the interaction of
the learner and the printed material. The facilitator of learning here
can be the parents, guardian, tutor, or any qualified adult, and even
the learning material itself. The adults who assist the learner are
guided by the pedagogy presented in the learning material. The
teacher can visit or sends offline feedback for the learner’s progress.
This aspect of flexible learning is provided with standards in this
report.

Multimodal Model for Online Education

Figure 2. Multimodal Model for Online Education

This model integrates essential components for online education such as

community, interaction, and self-paced, independent instruction. Further, it
highlights three important ideas-
First, the concept of a learning community is emphasized. A course is
conceived of as a learning community. This community can be
extended to a larger academic program. Second, it is understood that
interaction is a basic characteristic of the community and permeates the
model to the extent needed. Third, the self- study/independent learning
module is emphasized as incompatible with any of the community-
based models. In this model, self-study/independent learning can be

integrated with other modules as needed or as the primary mode of

instructional delivery. Adaptive learning software, an increasingly
popular form of self-study, can stand alone or be integrated into other
components of the model. The latter is commonly done at the
secondary school level where adaptive software programs are used
primarily in stand-alone mode with teachers available to act as tutors
when needed. Adaptive software is also integrated into traditional, face-
to-face classes, such as science, where it is possible to have the
instructor assign a lab activity that uses adaptive learning simulation
software (Piciano, 2017, p.182)

As can be seen in the model, the integration of contents, socio-emotional

learning (SEL), module, questioning, collaboration, assessment, and reflection
are crucial to building a learning community.
● Contents can be provided on a learning management system.
● SEL may be provided by a teacher through virtual meeting or by a home
learning partner through a limited face-to-face interaction.
● Self-paced may be conducted through a module or an adaptive software
that promote independent learning.
● Dialectic/Questioning can be done through creating and posting in a
discussion board.
● Evaluation/Assessment may be done through assignments or learning
analytics.
● Collaboration may be encouraged through breakout rooms or group chat
messaging.
● Reflection may be done through a blog, vlog, or journals.

Application. Self-paced Groupwork: Contextualizing the Model for SDO

Pasay.
● Work on Quadrant 4 (offline remote) of the Flexible Learning
Modalities model as your umbrella framework and Multimodal Model
for Online Education as your sub-framework.
● Identify the specific factors you should look into in terms of-
o Teaching and Learning
o Classroom Management
o Scheduling
o Assessment
o Monitoring students’ performance
● Be ready to present the contextualized model of flexible learning.
● Use the space below for your notes.

Reflection Prompts: What do see as your challenges in integrating the two

models presented in your context or the subject you are teaching and how will
you address each one of them? Use the space below for your reflection.

_________________________________________________________

____________________________________________

DAY 2- TEACHING IN SYNCHRONOUS AND

ASYNCHRONOUS CLASSES

Activity. Watch a video about synchronous and asynchronous learning:

https://www.youtube.com/watch?v=2PlgCQKj8Q8

Then, answer the questions that follow. Use the space provided for your
responses.

● How are the classes facilitated in synchronous and asynchronous

learning?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________

● How is feedback facilitated in asynchronous?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________

● How will the lessons become accessible in asynchronous learning?

● How is higher order thinking promoted in asynchronous learning?

● What activities can you use in your school and why?

Abstraction
● Resources to further understand synchronous and asynchronous learning:
● Facilitating classes using synchronous learning:
https://www.youtube.com/watch?v=o5u7Inv4JqU
● Facilitating classes using asynchronous learning:

https://www.youtube.com/watch?v=RI3x637jg0g

● What happens in asynchronous sessions:

o Learners take time to read and study the contents of the DLM
o They follow the instructions and accomplish the formative
assessments in the DLM
o Teachers provide immediate feedback on the submissions
o Respond to the questions, comments, and clarifications from the
students
o Remind students who are not accomplishing their progress chart
o Track learners who are not submitting on time
o Message learners when they did not submit on time in Moodle

● What happens in synchronous learning:

o Students should have accomplished the formative assessment before
the scheduled online meeting
o Process the answers you have seen from the formative assessment.
Classify the common errors and misconceptions on students’
responses.
o Point out the common mistakes
o Point out the expressions that needs to be corrected
o Point out ideas that needs further elaboration
o Do not repeat the lecture you provided in the asynchronous. If you
like to lecture (1) refer students to read it again, (2) upload your
video lecture and tell students to watch again, (3) refer students to
read a specific page of a reference.
o Do not use ppt slides to present the content again during the
synchronous (not effective), If you have ppt, upload it as part of the
asynchronous.
o Maximize your time on the following tasks during synchronous

sessions:
o Feedback on students work (what needs to be improved?)
o Process the answers
o Entertain their questions and clarifications
o Show more examples
o Tips on study strategies
o Summative assessments
o Reminders for the next task
o Reminders on the schedule

Analysis and Application. Select a content standard, performance standard,

and learning competency for the level and subject that you are teaching this
school year. You can refer to MELC. Then, describe how you will conduct the
asynchronous and synchronous session. Use the space provide for your ideas.

Grade level:

Subject:

Content
standard:

Performance
Standard:

Learning
competency:

Asynchronous
learning
activities:

Synchronous
learning
activities:

2.1 PREPARING LEARNING PLANS INTEGRATING MODULE

Activity. Study the Daily Learning Log (DLL) below. What technology
adaptations were made? Underline these parts. Describe how the part of the
plan was adapted into using the device in Moodle.

I. OBJECTIVES

Content Standard Scientific ways of acquiring knowledge and solving

Problems

Performance Standard Perform in groups in guided investigations

involving community-based problems using

locally available materials

Learning Competency Describe the components of a scientific

Investigation

II. CONTENT Scientific Ways of Acquiring Knowledge and

Solving Problems

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 4-6

2. Learners material pages pp. 3-10

3. Textbook Pages pp. 2-8

4. Additional Materials from Learning Resources DLM Module 1: Scientific Ways of Acquiring

Knowledge and Solving Problems

B. Other Learning Resources SLM Module 1: Scientific Ways of Acquiring

Knowledge and Solving Problems

IV. Procedure

A. Review of the previous lesson Asynchronous: Comic strip is presented where a

scientist is asking a question

B. Establishing the purpose of the lesson Asynchronous: The work of the scientist is
illustrated and what will be learned in the DLM

C. Presenting Examples Asynchronous:

Engage: Students make a guess “Do sugars dissolve

faster in hot or cold water?” Students click their
choice and types their reason

D. Showing examples and practicing new Asynchronous:

skills
Explore: Students prepare materials at home and
follows the procedure in the DLM. They test
whether water dissolves faster in hot or cold water.
They take a video of the procedure and uploads in
the Moodle.

E. Making Abstraction Asynchronous

Explain: Read about the scientific method in the

DLM

F. Developing mastery (Formative Asynchronous

assessment)
Based on the experiment conducted in “Explore”
the students types the steps of the scientific method
and sends their answer.

G. Finding practical application of concepts Asynchronous:

Explain: Students read about the steps of the

scientific method and conducts the procedure for
each step. Data is presented and students type and
send their answers. The teacher sends their
feedback.

H. Making Generalizations Asynchronous/Synchronous (written work):

Elaborate: Students reads the paragraph about the

scientific method with missing words. They drag
the correct word in the boxes.

I. Evaluating learning (formative) Synchronous (Performance Task):

The students conduct an experiment to determine

what substance will maintain the color of an apple
when sliced. They type their observation in each
step of the scientific method.

J. Additional activities for applications Asynchronous (Performance task):

Students think of their own experiment. They type

their plan for each step of the scientific method.

K. Evaluating learning (Summative) Written work: Accomplish the summative

assessment in the DLM

VI. REMARKS

Use the space below for your answers.

Digital Adaptations in Moodle How was the adaptation done?
1.
2.
3.
4.

Abstraction. According to Stronge (2007), an effective instructional plan has

the following elements:
1. Identifying clear lesson and learning objectives while carefully linking
activities to them.
2. Creating quality assignments, which is positively associated with
quality instruction and quality student work
3. Planning lessons that have clear goals, are logically structured, and
progress through the content step by step
4. Planning the instructional strategies to be deployed in the classroom
and the timing of these strategies.
5. Using advance organizers graphic organizers, and outlines to plan for
effective instructional delivery
6. Systematically developing objectives, questions, and activities that
reflect high level and lower level cognitive skills as appropriate for the
content and subject.

● One of the important tasks of the teachers is to ensure that the learning
plan has the appropriate contents according to the standards mentioned.
THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 23

Given that the schools are implementing remote learning for the students
in a home-based learning environment, the DLL contents and strategies
needs to be adapted within the new normal. One of the modalities that are
provided to the Last Mile Schools of DepEd would be devices that are
connected to a Local Area Network (LAN). The content of the DLM can
be read and answered by the learners even when the individual devices are
offline. The learners connect to the LAN when they need to submit their
answers of the task and update the contents of their lessons. Their lessons
are accessed in a Learning Management System called Moodle. The
learning modules are found for each of the learning competencies which
are called Digital Learning Materials (DLM). The learners go through each
lesson with interactive materials and allows to capture their answers and
recorded. The teachers on the other hand can access and provide feedback
on the responses of the learners in the assessment integrated in the DLM.
Given this scenario there is much adjustment in the needed learning
resources and procedure that the teachers conduct in making the DLL.

● Read the lesson plan template for remote learning by Lory Gracey to
determine the kind of adjustments that needs to be incorporated in a DLL:
https://blog.tcea.org/lesson-plan-template-for-remote-learning/

What adjustments in the learning plan were presented in the video?

______________________________________________________________
______________________________________________________________
____________________________________________

Which of these adjustments is applicable in your context?

______________________________________________________________
______________________________________________________________
____________________________________________

● Given the format of the DepEd DLL (see DepEd order 42 s. 2016), the
following are examples of tasks that can be done in each part.

Parts Contents Contents in DLM in Moodle

Objective Taken from the MELC The learners are informed about the learning
competency at the beginning of the lesson.
Content Taken from the MELC The topics that will be covered in the lesson
following the sequence of are presented to the learner.
content standards
Learning There are learning The additional references and other
Resources resources that are used as supplementary materials are linked to some
references in the lesson, new concepts and a list is found at the end
materials needed to better of the lesson.
understand the lesson,
equipment to be used.
Procedure
Before the ● Reviewing the lesson ● The review can be conducted by
lesson providing an activity (multimedia and
● Establish the purpose
games are provided) about the previous
of the lesson
lesson and questions are asked about it.
Students can put in their answers in the
device.
● The purpose of lesson can be deduced
by the learner from examples and real
life context provided. These are
presented though pictures and
multimedia materials.
During the ● Presenting examples ● Examples are illustrated and provided.
lesson Learners can out their responses on the
● Discussing new
examples in the device.
concepts followed by
a formative ● The concepts are presented through
assessment infographics, sounds, illustrations and
video.
● Continuation of the
discussion followed ● Formative assessment follows after
by another formative every presentation of the concept. The
assessment formative assessment provides both
written and performance tasks where
● Developing mastery
students can directly respond to in the
followed by a
device.
formative assessment’
● Application of concepts are provided
● Application of
where learners are instructed to make
concepts
observations, create products, and
demonstrate process. The responses can

be uploaded in the device.

After the ● Generalization ● The learners generalizations on some
lesson parts of the lesson can be collected by
● Evaluating learning
responding to questions and prompts.
● Additional equipment This responses can be received by the
teachers and give feedback.
● Summative assessments are provided
using both written and performance
task. Written tasks are automatically
scored and recorded. Performance tasks
can be captured by learners by taking a
photograph or video of the task and send
the file to the teacher.
Remarks and Teachers can record their remarks and
reflection reflections in every lesson by observing the
responses and summary from the Moodle
report.

Analysis. Given the parts of a DLL and the examples provided. List down the
techniques that you can use when the making the DLL where the process is
implemented in Moodle using the DLM.

Parts Contents Techniques to be employed in

Moodle

Objective Taken from the MELC

Content Taken from the MELC following the

sequence of content standards

Learning There are learning resources that are

Resources used as references in the lesson,
materials needed to better understand
the lesson, equipment to be used.

Procedure

Before the ● Reviewing the lesson ●

lesson
● Establish the purpose of the lesson

During the ● Presenting examples ●

lesson
● Discussing new concepts followed
by a formative assessment
● Continuation of the discussion

followed by another formative

assessment
● Developing mastery followed by a
formative assessment’
● Application of concepts

After the ● Generalization ●

lesson
● Evaluating learning
● Additional equipment

Remarks and
reflection

Application. Select a content standard, performance standard, and learning

competency for the level and subject that you are teaching this school year.
Make sure that the learning competency you selected is not found among the
available DLMs in Moodle (click here to see a list of the MELC covered by
the DLM). Make a Daily Learning Log for this learning competency. Follow
the guidelines in DepEd order 42 s. 2016. Make sure that the DLL is planned
for remote learning using Moodle and DLM. Refer to the checklist when
preparing the DLL.

Checklist for Preparing the DLL

Yes No
A. Objectives
1. The learning objectives are appropriately challenging
reflecting 21C skills, and aligned with the MELC.
2. The learning objectives are able to cover meaningful content,
skills, and/or dispositions.
3. The students are able to answer the question “this lesson is
important because…?”
4. The essential questions to be answered in the lesson is clear.
5. The most important concepts or skills to be learned are
conveyed well.
6. The learning objectives are clearly stated in terms of what
students need to know and what they should be able to do.
7. The students understand the learning objectives and
articulated in an understandable manner for the learners.
B. Building on prior knowledge (Before the lesson)
1. Students’ preconceptions and misconceptions about the lesson
is determined.
2. The new learning connect students’ prior knowledge and
real-world experience.
3. Pre-assessment to diagnose what students already know/do
about the objectives is provided.
4. The pre-assessments created is easily, effectively, and
quickly analyzed without taking too much instructional time.
5. The students’ abilities, strengths, and weaknesses, as well as
interests are incorporated into the initial activity.
C. Opening activity (Before the lesson)
1. Students prior knowledge are activated and related to the
current lesson.
2. Support is provided for students to see the meaningful need
to learn the new information.

3. Questions and prompts provided are thought-provoking to

trigger student attention and interest.
4. The new knowledge and skills have connections to students’
personal career or life goals or even how the knowledge and
goals fit with their interests today.
5. Specific examples are provided linking the present learning
to real world problems.
D. Instructional strategy (During the lesson)
1. Optimal instruction strategies/learning activities are designed
for accomplishing the learning objectives, given the resources
(e.g., time, materials, technology) available.
2. A variety of instructional strategies are used to increase
student engagement and maximize learning (For example, will
there be a balance of lecturing, problem solving, questioning,
and practicing).
3. Learning materials are selected and/or adapted, considering
students’ age, prior knowledge, and interest.
4. Procedures are provided for students to follow in order to
complete the activities (For instance, if activities require
students to work together in the LAN, how will you form
groups? How will you encourage collaborative and productive
work in groups?)
5. Estimated time is allocated for different parts of the lesson.
6. The potential difficulties that the students are likely to
encounter are anticipated.
7. Presentation alternatives are used if students have trouble with
certain concepts or skills (e.g., additional peer explanations via
discussion board, media, link to textbooks and other SLM).
E. Accommodating learning differences
1. The lesson incorporates individual students’ readiness,
interest, and learning preferences.
2. Forms of differentiating the instruction within the lesson is
seen so that all students will have good opportunities to learn

and master the objectives (e.g., through grouping, different

complexities in content, or different activities).
3. Reteaching is provided to ensure students who fall behind
receive remediation and advanced learners get the enrichment
they deserve.
F. Flexibility
1. The lesson plan allow for flexibility and adjustment when
needed.
2. The strategies of the teacher shows what they will do if time
is too short or too long.
3. Instructions and tasks are provided to students if they
finished early.
4. The lesson plan have room for teachers to be flexible and take
advantage of the opportunities that emerge unexpectedly within
the synchronous and asynchronous session.

G. Closure (After the lesson)

1. The closure revisits the learning objectives to reinforce and
review key concepts, ideas, or principles.
2. The closure includes an active review where students self-
assess their understanding or wonder what they would like to
know more about.
3. Students are given the opportunities to draw conclusions and
generalizations, rather than having teachers direct the
summarizing.
4. An interesting or unexpected prompt at the end capture
students’ interest (situations that students might use the new
information).
H. Assessment
1. During the lesson, students progress toward the objectives are
determined (e.g., observation, thumbs-up & thumbs-down,
questioning).

2. The assessment determines if the lesson objectives have been

accomplished at the end of the lesson.
3. The kind of product, if any, expected from students at the end
of the lesson is determined.
4. Students’ performance are provided with feedback.
5. Rubrics are provided for performance-based tasks.
6. Time is given where the assessment results are
communicated to the students.
7. The assessment results are used to building the next lesson
and/or reteaching.
Note. The items were adapted from Xianxuan Xu and James H. Stronge
(Instructional Planning for Effective Teaching, a Solution Tree title).

Reflection Prompt: What are your strategies to ensure you teach effectively
in either synchronous or asynchronous class? Use the space below for your
reflection.

_________________________________________________________

____________________________________________

DAY 3- PEDAGOGIES FOR ONLINE AND OFFLINE MODALITIES

Activity: How do you teach a lesson in your learning modality? Describe

your procedure. Write your responses on the space provided.

Abstraction. There are four pedagogies that can be suitable to either online or
offline modality. These are Concept Attainment Model, Inductive Thinking
Model, Advanced Organizer, and Inquiry-Based Learning.

Concept Attainment Model- This model allows students to discriminate

between what is and what is not an attribute, characteristic, or example of a
concept.
● There are three phases in this model.
Phases Descriptions Activities
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Course 1: Strategies for Online Teaching 33

1 Concept 1. Teacher presents labeled examples.

Identification
2. Teacher asks students to compare
attributes.
3. Students generate hypothesis.
4. Students state the definition of a
concept according to the attributes.
2 Testing 1. Students identify unlabeled examples.
Attainment of
2. Teachers validate student’s responses,
the Concept
and restate definitions of the concept
provided by the students.
3. Students are asked to provide more
examples.
3 Analysis of 1. Teachers ask students to describe their
Thinking way of thinking.
Strategies
2. Students discuss the hypothesis and
attributes.

Inductive Thinking Model- This model allows students to make

generalization of the concept after the data are organized. In this model,
generalizing is known as a higher order thinking skill.
There are also three phases in this model.
Phases Description Activity
1 Concept 1. Students identify and enumerate what
Formation they know about the concept.
2. Students are asked to identify common
properties and group those that go
together.
3. Teachers ask student to label the group.
2 Interpretation 1. Teacher elicits student’s observations

about the examples being grouped

together.
2. Students provide explanation of their
responses.
3. Teacher asks students to make
inferences.
3 Application 1. Teacher asks what if and why do you
think this or that would happen
questions.

Advanced Organizer Model- This model allows students to explain,

integrate, and interrelate the concept in the learning task with
previously learned material. This model is also helpful to teachers in
organizing ideas or information more meaningfully and efficiently.
Some common examples are KWL charts and other graphic organizer
that aims to link what students are trying to learn with what they
already know.

Inquiry-based Learning- This model allows students to be actively

engaged in problem-solving and experiential learning through exploring
and questioning. This model involves phases called 5Es- engage,
explore, explain, elaborate, and evaluate illustrated below.

Source: The 5 E’s of Inquiry-Based Learning - Knowledge Quest

(aasl.org)

● One of the key elements in utilizing any of these models in an online or

offline modality is posing a question particularly in each phase that
involves in a model.
● Here are some examples.

Grade 2- English (Concept Attainment Model)

Competency Focus (MELC): Recognize common or proper nouns in simple
sentences listened to
Procedure:
Day 1-
● Teacher provides examples of common nouns and proper nouns.
● Using the given examples, students are directed to identify the
differences between the examples of common nouns and proper nouns.
● Students are asked what a common nouns and proper nouns are based
on their observations of the examples.
● Students submit their work.

Day 2
● Students review their submitted work with teacher’s feedback.
● Students work on the unlabeled examples- categorizing them as proper
or common nouns.
● Students submit their work.

Day 3
● Students receive their work with teacher feedback.
● Students work on generalizing the concept of proper and common
nouns based on their learning experience.
● Students work on describing their ways of accomplishing the task (e.g.
coloring or shading an emoticon)

Grade 9- Science (Inquiry-based Learning)

Competency Foci (MELC): Describe the different types of volcanoes and
volcanic eruption; Explain what happens when volcanoes erupt

Engage Draw an image of an erupting volcano and label its parts.

Explore Survey information through online or from your families and
friends why volcanoes erupt.
Explain After watching or reading information about volcanoes, write
your explanation about the following: where and why
volcanoes occur, what are the different types of volcanoes and
volcanic eruption, why volcanoes erupt.
Elaborate Accomplish Activity Sheet- Ring of Fire.
Evaluate Demonstrate and accomplish the Observation Sheet.
1. Do the following demonstration to simulate the nature of
lava and the nature of tephra. In one pie plate, slowly pour I
cup of cat litter (tephra). In a second pie plate, slowly pour 1
cup of chilled molasses (lava).
2. Write your observations on your sheet about how the
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Course 1: Strategies for Online Teaching 37

nature of the material influenced the shape of the material

built, and what shape you would expect to get if you
alternated a layer of cat litter with a layer of molasses. In the
third pie plate, layer molasses and cat litter.
Compare the results of your demonstration with the shapes of
the three types of volcanoes (See image).

Analysis and Application. Prepare a DLL that incorporates any of the

pedagogy models.

Reflection Prompt: How do you think any of these four models can help you
make your online or offline teaching session more meaningful, fruitful, and
effective? Use the space below for your reflection.

_________________________________________________________

____________________________________________

DAY 4- DESIGNING AN ONLINE AND OFFLINE INSTRUCTION

Activity. What steps do you follow when you design an online and offline
lesson? Write your ideas on the space provided.

Abstraction. Here are some considerations and guidelines in designing an

online and offline instruction.
1. Course mapping – organize the module by MELC or by content?
2. Module map – Which contents, activities and assessments will be
conducted for each MELC?
3. Create a module
● Make students aware of the LELC covered and the final
requirement
● Contents that need to be learned are readily available in the
module
● The presentation needs to be interactive
● Students watch videos
● Students answer questions
● Students accomplish tasks (i.e. exercises) while studying the
module.

● Guidelines
• The flow of the module content is not simply presenting the content
but it should facilitate the learning of the content.
▫ Stop at certain point to check for understanding
▫ Stop at certain points to try some exercises
▫ Engage in tasks such as observations and reporting learner’s
insights

▫ Stop at certain points to reflect one’s learning

▫ Learners compare their initial idea and changes in the idea
after reading.
• Make the module easy to use
▫ All information for one module does not require students go
out of the present window
▫ Contents can be easily read immediately without downloading
too many files and opening in another application
▫ The sequence is like walking through the actual lesson in the
classroom
• Make the module appealing to the learners
▫ Appeal makes the learners engage in studying the contents
▫ Present the information using both pictures and words
(infographics)
▫ Make a good layout with icons for each part of the module
▫ Present information in charts, tables, diagrams, flowcharts,
symbols representing an idea
▫ Font sizes can be varied
▫ Colors can be added

● Parts of an Online lesson

A. Objective/MELC: State what students will do and need to
accomplish in the subject. As much as possible focus on one
objective/MELC to make it feasible.
B. Overview: Describe the contents that will be covered
C. Initial Activity: Motivate the students to engage in the lesson.
Provide some ways to get the attention of students like songs, short
videos etc. Process this stimulus with questions after.
D. Lesson Proper: Follow the phases of a teaching model, provide the
contents to be studied, guidelines, concepts, models, theories,
demonstration videos etc.

E. Assessment: Provide formative and summative assessments that are

aligned with the objectives. Provide a set of exercises first as
practice (formative) then provide another set for grading
(summative).
4.1 ESSENTIAL POINTS ON ONLINE TEACHING

This section provides some essential points or consideration during

teaching online such as recommended screen time, guiding principles for the
technology use as an educational resource, and importance of family
engagement.

● Recommended screen time

"Screen time" is a term used for activities done in front of a screen, such as
watching TV, working on a computer, or playing video games. Screen time is
sedentary activity, meaning you are being physically inactive while sitting
down. Very little energy is used during screen time (AAP). Another definition
from WHO described screen time is the amount of time spent using a device
with a screen such as a smartphone, computer, television, or video game
console. UNESCO defined screen time as time spent on screen-based media
devices, including TV and both mobile and stationary digital devices of
different sizes, such as smartphones, tablets and computers.

NAEYC (2012) suggests that appropriate use of technology and media

depends on the age, developmental level, needs, interests, linguistic
background, and abilities of each child. The Department of Education
(DepEd) reminded teachers and parents that the screen time for students who
will be attending online distance learning (ODL) classes this upcoming school
year must be limited to 1-4 hours daily depending on their respective grade
levels.

Time Guidelines by Age as recommended by the American Academy of

Pediatrics (AAP) and World Health Organization (WHO) which is as follows:

● Kindergarten – maximum of one hour daily

● Grade 1 to 5 – maximum of 1.5 hours daily

● Grade 6 to 8 – maximum of 2 hours daily

● Grades 9 to 12, a maximum of 4 hours daily
(2 hours in the morning and another 2 hours in the afternoon is
recommended.
(MEMORANDUM DM-CI-2020-00162)

Given the onset of the COVID-19 and the requirement for students to be
online, it is quite understandable that the recommended screen time will vary
therefore, teachers must ensure that technology is being used in a
developmentally appropriate way for their learners.

Additionally, recent research mentioned “educational screen time” due to the

effects brought about the pandemic to learning. Educational screen time is
time spent for online learning happening on virtual-meeting platforms, such as
Zoom or Google Classroom. Being mindful of how much screen time the
learners get is very important for well-being thus, working closely with
families is very essential and flexibility is key to successful engagement.

To maximize the benefits of screen time usage according to Daniel Kardefelt-

Winther, UNICEF’s expert on children and digital technologies, we can adopt
a rights-based perspective. This perspective ensures that before any decisions
are made regarding the use of digital technologies among children, all
perspectives need to be considered, children need to be consulted in
accordance with their chronological age and level of maturity and
fundamentally, the best interests of the child should always be considered.

Lastly, it has been pointed out that screen time guidelines are not always
evidence-based, and that it is not possible to give limits or thresholds on
screen time given that the effects of screen time depend so much on context
(Viner, Davie and Firth 2019; Stiglic and Viner 2019).

● Guiding Principles for Use of Technology

Guiding Principles for Use of Technology for K-3

Extracted from https://tech.ed.gov/earlylearning/principles/

Guiding Principle #1:

Technology—when used appropriately—can be a tool for learning.

Developmentally appropriate use of technology can help young children grow

and learn, especially when families and early educators play an active role.
Early learners can use technology to explore new worlds, make believe, and
actively engage in fun and challenging activities. They can learn about
technology and technology tools and use them to play, solve problems, and
role play.

Lisa Guernsey, author of Screen Time: How Electronic Media—From Baby

Videos to Educational Software—Affects Your Young Child, mentioned that,
instead of applying arbitrary, “one-size-fits-all” time limits, early educators
should determine when and how to use various technologies based on the
Three C’s: the content, the context, and the needs of the individual child.
Guide questions:

Content—How does this help children learn, engage, express, imagine, or

explore?
Context—What kinds of social interactions (such as conversations with
parents or peers) are happening before, during, and after the use of the
technology? Does it complement, and not interrupt, children’s learning
experiences and natural play patterns?
The individual child—What does this child need right now to enhance his or
her growth and development? Is this technology an appropriate match with
this child’s needs, abilities, interests, and development stage?

Guiding Principle #2:

Technology should be used to increase access to learning opportunities

for all children.

When appropriately used by early learners with guidance and modeling by

adults, technology can complement or extend learning in ways not easily
achieved otherwise. For example, technology can introduce children more
directly to cultures and places outside their homes/community. Technology
can be a powerful tool to support learning in science, technology, engineering
and mathematics (STEM). There are many resources that use technology to
make STEM come to life for young children, allowing access to experiences
they wouldn’t otherwise have. For example, children can, take virtual tours of
science museums, and observe cause and effect through simulations and
games, without risk of harm.

When used appropriately, technology has the potential to help learners of all
ages and abilities fully engage in learning by providing greater access to
curriculum and improving learning outcomes.

Guiding Principle #3:

Technology may be used to strengthen relationships among parents,
families, early educators, and young children.

Connections between home and school

In early childhood settings, technology can be used to strengthen relationships
between early educators and family members. For example, digital portfolios
documenting student work through photos, audio, and video recordings enable
teachers to share what children are learning in class with families more often
and more informally than is possible in traditional school-based conferences.
This allows parents to track their child’s progress, provides more
opportunities for them to validate their child’s efforts and accomplishments,
and opens up opportunities for the parents to engage their child about their
learning to reinforce or supplement it. In addition to using e-mail, text
messages, and social media to make communication between early educators
and families easier, technology can also be used to provide information and
coaching to parents to reinforce at home what is learned at school.

Guiding Principle #4:

Technology is more effective for learning when adults and peers interact
or co-view with young children.

Most research on children’s media usage shows that children learn more from
content when parents or early educators watch and interact with children,
encouraging them to make real-world connections to what they are viewing
both while they are viewing and afterward. While technology such as tablets
and smartphones are designed to be handheld and lend themselves to
individualized instead of shared experiences, children may benefit greatly
when parents are actively involved while children use such devices

Guiding Principles for Use of Technology 4-12

Extracted from https://cinglevue.com/the-screen-time-debate-is-less-really-
better/

Healthy technology use, point to three main factors that should be considered:
(1) screen time, (2) content on the screen and (3) Screen Collaboration.

1. Screen time.
DepEd recommended proposed screen time for the various stages however,
Hulick (2020) shared that all screen time is not equal. The time that the
learners spend with the teachers is accounted for as online learning
engagement but teachers must also take into consideration the screen time
spent outside synchronous classes. Considering the screen time outside the
synchronous classes is important due to the mental and physical effects in
completing the asynchronous sessions. Looking after the wellbeing of
children should also be a priority in developing online programs.

2. Content on the screen.

Screen quality refers to the characteristics of the content that appears on

screens when we interact with them. Screen quality is thought to be
influenced by three interrelated characteristics, including age-appropriateness,
educational value and interactiveness of the content.

Age-appropriateness of screen content

Age-appropriateness of screen content often deals with determining the extent

to which specific content and exposure are developmentally appropriate,
based on one’s chronological age. Thus, too often, all types of interaction with
technology are viewed as a singular engagement. In fact, Amy Orben,
research fellow from The University of Cambridge, explains that different
technologies have different effects (emphasizing the quality of the experience)
and even the same content can have different impacts on different children at
the same chronological age.

Educational and interactive value of screen content

There exist a wide range of educational applications that are designed to adapt
to a learner’s ability level, and sometimes interest, thereby offering a more
personalized experience. Use of technology offers an educational experience,
with many opportunities to enhance learning and problem-solving skills and
under the right conditions, interactive technology can be used to educate
students on better social skills and behaviours.

3. Screen collaboration

Screen collaboration makes reference to the shared experiences of viewing

screens (e.g., group problem solving). When content is deemed to be
appropriate, this can be an opportunity to enhance learning, as well as making
the content relatable to the real world.
According to National Education Association, collaborative learning has been

shown to not only develop higher-level thinking skills in students, but boost
their confidence and self-esteem as well. Group projects can maximize
educational experience by demonstrating the material, while improving social
and interpersonal skills. Students learn how to work with various types of
learners and develop their leadership skills. When we work together, we
create a better learning experience. Teacher collaboration positively impacts
student achievement, and allows us as educators to explore new territory.

● Importance of Family Engagement

“Family engagement is an interactive process through which program staff
and families, family members, and their children build positive and goal-
oriented relationships.”
– Head Start Early Childhood Learning & Knowledge Center’s Head Start
Parent, Family, and Community Engagement (PFCE) Framework.

Different from family involvement, engagement is more than volunteering for

school functions or one-way communication home; it ensures families have
shared responsibility for student outcomes and a voice in their child’s
education (Davila, 2021). It is important for guardians to feel engaged,
supported, and confident that they have access to someone who is there to
help them when they need it.

Farmer (2021) mentioned that in remote or hybrid models especially,

engaging parents and home learning partners is key to fostering students’
engagement, which manifests itself in the classroom in various forms. At its
core, student engagement is attentiveness to their educational investment—
this definition is universal even in remote learning, but during remote learning
engaging students begins with engaging guardians.

Farmer (2021) explained that there are three specific ways teachers can help
parents and home learning partners:

1. Be explicit.
Provide a clear pathway for parents and home learning partners to assist in
specific areas. Leave no doubt when explaining details of how they can
support their children. They most likely want to help, but some may need
direction.

One common theme echoed by teachers is the frequency at which students

disappear throughout the school day (virtual classroom). With the information
in hand, teachers can ask parents if they are able to check in with their child
every 30 minutes to ensure students are active and present in the virtual
learning classroom. Frequent check-ins will help students remain on task and
eliminate distractions. In other instances, more academic support outside of
school hours may be warranted. Ask parents and caregivers to review content
in the morning or prior to bedtime. When they understand the task, helping
their child stay engaged becomes more routine.

2. Invest in families.
Engaging parents requires more than direction. When students are not in live
sessions with the teacher, or after school hours, parents and home learning
partners can provide students with academic support, but they are not trained
educators, so this takes an investment of teachers’ time.

For example, I have observed a teacher meet with caregivers regularly to

explain concepts introduced during the week. Each week, the teacher provided
them with videos detailing step-by-step instructions on how to compute math
problems, promote writing skills, and work on language arts objectives. In
addition, the teacher provided troubleshooting videos for any technical
difficulties the students might encounter. The teacher dedicated one day a
week to ensure parents and caregivers had the necessary skills to answer
student questions after school hours.

This teacher understood that families are valuable resources, and she has seen
increased student attendance and engagement in the virtual lessons. The time
spent with parents and home learning partners has produced results in keeping
students engaged.

3. Be realistic.
Many parents have multiple children, and employment obligations, so
educators must be realistic when engaging them. These parents want to help
their kids learn, but the primary role of educators remains with the trained
professionals, so flexibility is critical to decrease parents’ stress and increase
student engagement.

Teachers must work with parents and home learning partners to provide
options in managing these circumstances. Some instances may call for shorter
assignments or varying methods of assignment submissions. In the end, we
should aim to provide realistic options for families to help students succeed.

Remote learning has undoubtedly fatigued teachers, parents and caregivers,

and students. The relationship with families during remote learning is crucial
for student success.

Reflection Prompt: What will you do to ensure your online lesson design is
appropriate and focused on your student’s learning needs? Use the space
below for your reflection.

_________________________________________________________

____________________________________________

WORK APPLICATION PROJECT (PROJECT INITIATIVE)

Descriptions:
The Project Initiative is the culminating project of participating teachers which
serves as evidence of transfer of learning and application. The project initiative
is integrated into the “existing work requirements” of the participants that they
are presently working on in their school. The program covers a range of topics
on strategies for online teaching in a flexible learning environment, and
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form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 51

participants are expected to implement an asynchronous and synchronous lesson

with appropriate pedagogies anchored on the MELC together with WHLP and
DLL.

● CHECKLIST FOR THE DAILY LEARNING LOG

Ye No
s

A. Objectives

1. The learning objectives are appropriately challenging reflecting 21C skills, and
aligned with the MELC.

2. The learning objectives are able to cover meaningful content, skills, and/or
dispositions.

3. The students are able to answer the question “this lesson is important because…?”

4. The essential questions to be answered in the lesson is clear.

5. The most important concepts or skills to be learned are conveyed well.

6. The learning objectives are clearly stated in terms of what students need to know
and what they should be able to do.

7. The students understand the learning objectives and articulated in an

understandable manner for the learners.

B. Building on prior knowledge (Before the lesson)

1. Students’ preconceptions and misconceptions about the lesson is determined.

2. The new learning connect students’ prior knowledge and real-world experience.

3. Pre-assessment to diagnose what students already know/do about the objectives is

provided.

4. The pre-assessments created is easily, effectively, and quickly analyzed without

taking too much instructional time.

5. The students’ abilities, strengths, and weaknesses, as well as interests are

incorporated into the initial activity.

C. Opening activity (Before the lesson)

1. Students prior knowledge are activated and related to the current lesson.

2. Support is provided for students to see the meaningful need to learn the new
information.

3. Questions and prompts provided are thought-provoking to trigger student

attention and interest.

4. The new knowledge and skills have connections to students’ personal career or
life goals or even how the knowledge and goals fit with their interests today.

5. Specific examples are provided linking the present learning to real world
problems.

D. Instructional strategy (During the lesson)

1. Optimal instruction strategies/learning activities are designed for accomplishing

the learning objectives, given the resources (e.g., time, materials, technology)
available.

2. A variety of instructional strategies are used to increase student engagement and

maximize learning (For example, will there be a balance of lecturing, problem
solving, questioning, and practicing).

3. Learning materials are selected and/or adapted, considering students’ age, prior
knowledge, and interest.

4. Procedures are provided for students to follow in order to complete the activities
(For instance, if activities require students to work together in the LAN, how will
you form groups? How will you encourage collaborative and productive work in
groups?)

5. Estimated time is allocated for different parts of the lesson.

6. The potential difficulties that the students are likely to encounter are anticipated.

7. Presentation alternatives are used if students have trouble with certain concepts or
skills (e.g., additional peer explanations via discussion board, media, link to
textbooks and other SLM).

E. Accommodating learning differences

1. The lesson incorporates individual students’ readiness, interest, and learning

preferences.

2. Forms of differentiating the instruction within the lesson is seen so that all
students will have good opportunities to learn and master the objectives (e.g.,
through grouping, different complexities in content, or different activities).

3. Reteaching is provided to ensure students who fall behind receive remediation

and advanced learners get the enrichment they deserve.

F. Flexibility

1. The lesson plan allow for flexibility and adjustment when needed.

2. The strategies of the teacher shows what they will do if time is too short or too
long.

3. Instructions and tasks are provided to students if they finished early.

4. The lesson plan have room for teachers to be flexible and take advantage of the
opportunities that emerge unexpectedly within the synchronous and asynchronous
session.

G. Closure (After the lesson)

1. The closure revisits the learning objectives to reinforce and review key concepts,
ideas, or principles.

2. The closure includes an active review where students self-assess their

understanding or wonder what they would like to know more about.

3. Students are given the opportunities to draw conclusions and generalizations,

rather than having teachers direct the summarizing.

4. An interesting or unexpected prompt at the end capture students’ interest

(situations that students might use the new information).

H. Assessment

1. During the lesson, students progress toward the objectives are determined (e.g.,
observation, thumbs-up & thumbs-down, questioning).

2. The assessment determines if the lesson objectives have been accomplished at the
end of the lesson.

3. The kind of product, if any, expected from students at the end of the lesson is
determined.

4. Students’ performance are provided with feedback.

5. Rubrics are provided for performance-based tasks.

6. Time is given where the assessment results are communicated to the students.

7. The assessment results are used to building the next lesson and/or reteaching.

● CHECKLISTS ON DESIGNING AN ONLINE LESSON

Subject: _________________________________________________
Objective of the lesson: ______________________________________
Grade level: _________________________________
Teacher: ____________________________________

A. Parts
Ye No
s
1. The objective is indicated at the start of the lesson

2. The overview of the contents that will be covered is

provided
3. The contents are substantial

4. The learning tasks are aligned with the objective

5. Practice sets are provided before the final assessment

6. Assessment is provided at the end of the lesson

7. Additional learning resources are provided to supplement

students who need to learn further.

B. Appearance
Ye No
s
1. There are various representations of the contents (textual,
images, infographics, videos, games, websites, etc.)
2. The flow of content from the initial activity to the last part
are all found in the same page.
3. The graphics and videos are relevant to the focus of the
lesson
4. The length of the lesson is appropriate to the learners

5. All elements (buttons, links, options) that needs to be used

can be readily seen.

C. Facilitates Learning
Ye No
s
1. Prompts are provided to obtain immediate response from
users.

2. Results of assessment are immediately provided.

3. Several trials on assessment on are provided.

4. The lesson contains questions that elicit critical thinking.

5. There are assessment tasks that are performance-based.

6. Activities are designed where learners have an opportunity

to collaborate
7. The lesson help learners process information before the
synchronous session.

● CHECKLIST FOR TEACHING DEMO

Accomplish this review form in rating a teaching faculty applicant. Consider the following

guidelines in for this form:

Guidelines:
1. The purpose of this inventory is to determine the performance of the teaching faculty based
on the teaching demonstration.
2. You are highly encouraged to write your comments in the boxes provided after each
domain in support of your rating given. The comments may include relevant critical
incidents from the teaching demonstration.
3. The accomplished form can be verified through other assessment of the teaching faculty
such as the interview and evidences.
4. Accomplish the form within the duration of screening the faculty in order to provide a
timely feedback and decision for the applicant.
5. Please return the form to the Human Resource office after accomplishing for filing.

Name of teacher: ___________________________________________________

Area of Specialization: ________________________________________________
Subject Demonstrated and Course: ______________________________________
Specific topic: _________________________ Level: ______________________

Part 1. Planning and Preparation

Strongly Disagree Neutral Agree Strongly

Disagree Disagree
1 5
2 3 4

1. The teacher prepared a

documented plan for the
teaching demonstration. (1a)

2. The teacher uses effectively

different teaching strategies.
(1a)

3. The teacher provides

information that is relevant for
the students. (1b)

4. The teacher is sensitive to the

needs of the learners. (1b)

5. The teacher presents the lesson

that is understandable for

college students. (1b)

6. The teacher provides the recent

development in their
profession.(1d)

7. The teacher mentions recent

research information as part of
presenting the lesson. (1d)

8. The teacher provides

appropriate learning activities.
(1e)

9. The teacher uses instructional

aids effectively. (1e)

Average score: ______

Other comments on planning and Preparation:

Part 2. Classroom Environment

Strongly Disagree Neutral Agree Strongly

Disagree Disagree
1 5
2 3 4

1. The teacher talks to the

students with respect.(2a)

2. The teacher gives time for

students to interact. (2a)

3. The teacher mentions the

importance of the lesson. (2b)

4. The teacher communicates the

expectations that need to be
met in the lesson.(2b)

5. The teacher acknowledges the

quality work shown by the
students.(2b)

6. The teacher can smoothly

change from one task to
another.(2c)

7. The teacher provided the

necessary materials to be used
in teaching.(2c)

8. The teacher smoothly carries

out class routines.(2c)

9. The teacher prevents

misbehavior from occurring.
(2d)

10. The teacher maximizes the

physical space for the task
needed.(2e)

Average score: ______

Other comments on classroom environment:

Part 3. Instruction

Strongly Disagree Neutral Agree Strongly

Disagree Disagree
1 5
2 3 4

1. The teacher was able to present

the purpose of the lesson. (3a)

2. The teacher clearly explains the

instructions for the activities.
(3a)

3. The teacher explains well the

main point of lesson.(3a)

4. The teacher is proficient in

using the language in his/her
instruction.(3a)

5. The teacher exhibits skill in the

art of questioning.(3b)

6. The teacher solicits students’

ideas for discussion.(3b)

7. The teacher ensures that all

students are given the
opportunity to participate in the
activities.(3b)

8. The teacher provides learning

tasks that facilitate the
understanding of the lesson.(3c)

9. The teacher uses group work

that promotes collaboration
among the students.(3c)

10. The teacher uses appropriate

instructional materials.(3c)

11. The teacher presents the lesson

in an organized manner.(3c)

12. The teacher provides the criteria

for grading the activity.(3d)

13. The teacher simplifies difficult

concepts for the students.(3e)

14. The teacher accommodates

inquiries about the lesson.(3e)

Average score: ______

Other comments on classroom environment:

Part 4. Professional Responsibility

1. The teacher welcomes feedback

provided about his/her teaching
performance.(4a)

2. The teacher is open to future

training on teaching for
improvement.(4a)

3. The teacher has published and/or

presented his research in forums,
conferences, and lectures.(4e)

Average score: ______

Other comments on classroom environment:

Rater:
___________________________ ______________________
Printed name and Signature Date Accomplished

ADDITIONAL WEB SOURCES FOR TEACHING

K-3
● https://www.letsreadathome.org/
● https://theeducatorsspinonit.com/virtual-field-trips-for-kids/#1-animal-
virtual-tours-for-kid-
● https://www.gettingsmart.com/2020/07/19/edtech-report-key-findings-
in-response-to-remote-learning/
● https://www.verywellfamily.com/best-free-educational-websites-for-
kids-3129084
● https://www.vroom.org/
● https://bedtimemath.org/what-we-do/apps/minimath-app/
● http://www.funbrainjr.com/
● https://www.starfall.com/h/
● http://www.knowledgeadventure.com/
● https://www.savethechildren.org/us/ways-to-help/campaign-with-us/
100-days-of-reading/archive
● https://www.familyeducation.com/kids/the-best-learning-websites-for-
kindergarten
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-elementary-school
● https://www.commonsense.org/education/top-picks/the-best-free-apps-

and-websites-for-learning
● https://www.teachthought.com/technology/100-free-online-resources-
for-students/

Gr. 4-7
● https://www.learninggamesforkids.com/
● https://www.primarygames.com/
● https://www.arcademics.com/
● http://thekidzpage.com/
● https://www.funbrain.com/
● http://www.knowledgeadventure.com/
● https://wonderopolis.org/
● https://www.coolmath4kids.com/
● http://www.makemegenius.com/
● https://www.savethechildren.org/us/ways-to-help/campaign-with-us/
100-days-of-reading/archive
● http://www.sciencebug.org/index.html
● https://www.verywellfamily.com/best-free-educational-websites-for-
THIS IS A PROPERTY OF SDO PASAY: No part of this material may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the authors .
Course 1: Strategies for Online Teaching 63

kids-3129084
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-middle-school
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-elementary-school
● https://www.commonsense.org/education/top-picks/the-best-free-apps-
and-websites-for-learning
● https://www.teachthought.com/technology/100-free-online-resources-
for-students/

8-10
● http://www.makemegenius.com/
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-elementary-school
● https://www.learnoutloud.com/Free-Audio-Video
● http://www.whyville.net/smmk/nice
● https://www.freerice.com/categories
● http://www.readprint.com/

● http://www.sciencebug.org/index.html
● http://bookbuilder.cast.org/
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-middle-school
● https://www.commonsense.org/education/top-picks/the-best-free-apps-
and-websites-for-learning
● https://www.teachthought.com/technology/100-free-online-resources-
for-students/

11-12
● https://www.freerice.com/categories
● http://www.readprint.com/
● http://bookbuilder.cast.org/
● https://watchdocumentaries.com/
● https://www.neok12.com/
● https://www.sweetsearch.com/
● https://www.cellsalive.com/
● http://www.cosketch.com/
● https://phet.colorado.edu/en/simulations/filter?
type=html&sort=alpha&view=grid
● https://www.commonsense.org/education/top-picks/best-student-
collaboration-tools
● https://www.commonsense.org/education/top-picks/10-great-free-
websites-for-elementary-school
● https://www.commonsense.org/education/top-picks/the-best-free-apps-
and-websites-for-learning
● https://www.teachthought.com/technology/100-free-online-
resources-for-students/

References

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Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the
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SCHOOLS DIVISION OFFICE -

PASAY CITY OFFICIALS

DR. LORETA B. TORRECAMPO, CESO V

Schools Division Superintendent

DR. ARTURO A. TOLENTINO

OIC- Asst. Schools Division Superintendent

MR. LIBRADO F. TORRES

Chief Education Program Supervisor
Curriculum Implementation Division

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