Technology for Teaching and Learning 1 PDF

Technology for Teaching and Learning 1 UNIT 1. Introduction to Technology in Education Technology is entwined in every aspect of human life. Significantly, it has changed the way we look at things. It has affected our way of life – how we live, work, play, and learn. ❖ Tec...

Technology for Teaching and Learning 1 UNIT 1. Introduction to Technology in Education Technology is entwined in every aspect of human life. Significantly, it has changed the way we look at things. It has affected our way of life – how we live, work, play, and learn. ❖ Technology ➔ Merriam-Webster Dictionary Technology (noun): (a): the practical application of knowledge especially in a particular area; (b): a capability given by the practical application of knowledge ➔ Oxford Dictionary Technology (noun): Machinery and devices developed from scientific knowledge. ➔ Emmanuel G. Mesthene (from his 1970 book, Technological Change: Its Impact on Man and Society) “We define technology as the organization of knowledge for the achievement of practical purposes.” ➔ W. Brian Arthur in his 2009 book, The Nature of Technology: What It Is and How It Evolves “Technology is a means to fulfill a human purpose. As a means, a technology may be a method or process or device, it may be complicated, or it may be material, or it may be nonmaterial. Whichever it is, it is always a means to carry out a human purpose.” ➔ Edgar Dale (1969) Technology also refers to any valid and reliable process or procedure that is derived from basic research using the scientific method. ➔ (The World Book Encyclopedia, Vol. 19) Technology refers to “all the ways people use their inventions and discoveries to satisfy the needs and desires.” ❖ Educational Technology ➔ Also known as Electronic Learning (E-Learning) ➔ The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. ❖ The Gogies Andragogy - the method and practice of teaching adult learners; adult education Pedagogy - the method of how teachers teach, in theory and in practice. ○ Pedagogical Technologies: Tool-Based Technologies (e.g., youtube, venngage, canva, piktochart, jamboard, zoom) and Program-Based Technologies (e.g., Khan Academy, Kumon, Coursera, Cisco, LinkedIn) Heutagogy - otherwise known as self-determined learning, is a student-centered instructional strategy. Peeragogy - peer-based learning where peers or groups of learners are learning together and teaching each other. Cybergogy - a paradigm that combines technology and education to facilitate learning in virtual environments. ❖ Technology in Education ➔ Refers to all applications of machines, gadgets, or equipment to improve the quality of education. ❖ Technology of Education ➔ A component of educational technology that is involved in the use of systems approach to promote high quality education. ❖ Instructional Technology ➔ It is a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives. ❖ Technology Integration ➔ It is the use of learning technologies to introduce, reinforce, supplement, and extend skills. ❖ Educational Media ➔ The channels or avenues or instruments of education (e.g., books, magazines, newspapers, radio, television, and internet). ❖ Information and Communication Technology (ICT) ➔ 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 (websites, blogs, and emails), live broadcasting technologies (radio, television, and webcasting), recorded broadcasting technologies (podcasting, audio, and video players and storage devices), and telephony (fixed or mobile, satellite, video-conferencing, etc.)  ❖ Mobile Learning ➔ The introduction of smart and mobile devices such as phones, ipads, netbooks, palmtops, and laptops and so on has extended the facet of knowledge exchange and learning environment. ➔ Since these devices are portable and can easily get connected to the internet, anyone can now learn at anytime, anywhere, with anyone and with any device. The average person spends 8 hours and 41 minutes on electronic devices and an average teenager spends 9 hours per day. The Need for Technological Proficiency Amongst Students and Teachers EdTech has been proven to help adult learners and young learners in a lot of ways. Below is a summarized list of benefits: 1. Technology Improves Student Academic Performance and Quality of Work There is a significant growth in performances of students who participate or are introduced to edTechs especially from primary or secondary schools. 2. Support for Information Processing Technology used in any teaching or learning process enhances communication flow and information assimilation capabilities of the students. 3. Support for Experiential Learning and Self-Engagement The hours per week spent on devices and technologies can be harnessed and redirected into making experiential learning experiences more interactive and engaging. 4. Improves Attitude to Abstract-Base Topics or Classes Abstract courses or subjects like Mathematics are normally disliked by so many students, but it was reported that edTechs made it easier for students to enjoy doing homeworks and practicing exercises. 5. Collaborative Models on Lesson Plan Design and Content Delivery Teachers and Educators who make use of edTechs in preparing their content and lesson plan enjoy doing so because several tools save time as it allows easy modifications of existing templates in a particular course. 6. Saves Time and Cost Materials which would have taken hours or days to process and shared among students or teachers can easily be transferred and shared with just a tap on the screen saving you time and cost. 7. Distant Learning and Hybrid Classes The outburst of many open universities and online programs fits the needs of students and teachers who, although physically separated, can see and hear each other through two-way audio and video communications thus providing a real-time teaching/learning environment. Rated Challenges Facing The Penetration of EdTech Tools 1. Lack of Cross-Cultural and Organizational Modelling Current cultural models and tools must be compatible and appropriate to the learning environment in order to meet cross-cultural concerns. 2. Manual Compilations (External and Internal Documentation) Most compiled manuals or handbooks (soft or hard) that come with these EdTech sare written in ambiguous language thus spelling thin chances between success and failure in self-training. 3. Low Awareness, Accessibility, and Availability of Internet and Tools In most developing countries, availability of internet, Personal Computers and mobiles devices are rarely accessed and so the availability of steady EdTech tools is limited 4. Technophobia The fear of technology is mostly due to an increase in demand for blended learning, online learning, and technology-driven collaborative learning. Most educators play ignorant to appropriately integrate technology in curriculum design and lesson plan. 5. Lack of Modular Curriculum and Poor IT Integration Planning EdTech designers must incorporate a state-of- the-art curriculum and content in their models. This is a costly mistake which has made some Edtech Toolboxes to remain dormant and useless. 6. Low Investment in Education Some countries have very little budget set aside for education and this makes it very difficult for schools and educators to buy the idea of EdTechs. History of Technology ★ Historical Periods A. Ancient Times B. Medieval Era C. Renaissance Period D. Age of Naturalism E. 19th-20th Century F. Contemporary Times A. Education in Ancient Times Use of pointed sticks and knives to carve signs and symbols Centered on writing ★ Ancient Egypt ○ In 3100 B.C, Egyptians developed hieroglyphics which gave rise to scribe class (a group of men trained in the art of writing and who became the country’s chronicles of events). ★ Ancient Greece ○ Provided the earliest examples of how schools operated ○ Schools were only available to the aristocracy ○ School was derived from the greek term “schole” which meant leisure ○ The greeks were the first to establish primary and secondary schools ○ Spartan Education - prioritized the development of the physical body and discipline ○ Athenian Education - emphasized the relationship between the mind and body, incorporating activities to develop both ★ Romans ○ Developed wax-covered writing boards ★ Middle East ○ Developed clay tablets ★ Indonesia, Tibet, and the Americas ○ Made use of strip of bark from trees ★ Southeast Asia ○ Made us of thick palm-like leaves and parchment of animal skin B. Education in Medieval Times Students wrote on wooden tablets coated with green or black wax using a bone or ivory stylus, special inks were required to set on animal hides, quill pens are made from feathers and were used for writing, and handwritten books were used to record information This period saw the introduction of algebra, the decimal number system, classical poetry, and book translation. ★ Emperor Frederick I ○ He started the establishment of the medieval university in 1158 which utilized a scientific method in teaching. ★ Johannes Gutenberg ○ He invented the printing press which revolutionized the distribution of knowledge. ★ China ○ parchment and paper were used as writing materials, with paper being developed in China. C. Education in Renaissance Period Three main areas of focus: Intellectual, Aesthetic, and Scientific Key intellectual developments: Humanism, Realism, Disciplinism, and Rationalism. ★ Francis Bacon ○ Advocated for scientific method and methodical scientific inquiry when studying scientific phenomena. ★ John Locke ○ Put forth the idea of Tabula Rasa, which posited that a child’s mind is a blank slate at birth. ★ Johann Amos Comenius ○ Well-known for creating the first picture book. ○ The Orbis Picture (The World in Pictures), and is regarded as a pioneer in the development of instructional technology ★ Maria Montessori ○ The idea of using multi-sensory materials in teaching D. Education in Age of Naturalism ★ Jean-Jacques Rousseau ○ Promoted a naturalistic view of education. ★ Johann Friedrich Herbart ○ Introduced the Herbartian Method of Teaching, which includes steps such as preparation, presentation, comparison, abstraction, generalization, and application. ★ Johann Heinrich Pestalozzi ○ Stressed that teaching should begin with concrete steps before moving to abstract ones. ★ Friedrich Froebel ○ Known as the “Father of Kindergarten” to which he emphasized the use of actual objects, play, and songs in kindergarten teaching. E. Education in 19th to 20th Century Various educational tools and devices were also developed, such as blackboards, pen and ink, calculators, photocopiers, photography, and visual instruction. In 1926, educational media such as movies, filmstrips, radio, overhead projectors, and other pictorial devices were also used. In the 1990s, the internet became available to the public, and with it, Google and Wikipedia. This period used modularized instruction. Interactive whiteboards began to replace blackboards during this period as well. ★ John Dewey ○ Proposed his constructivist theory, which emphasized that learners construct their knowledge through experience and reflection. ○ “Learning by doing” ★ Edward Thorndike ○ He developed the three primary laws of learning, namely the law of readiness, law of exercise, and the law of effect. ★ Howard Gardiner ○ Introduced his Multiple Intelligences Theory, which suggests that there are different kinds of intelligence that individuals possess. ★ IBM (International Business Machines Corporation) ○ Introduced the first personal computer in the early 1980s, while laptops were introduced to educational settings in 1988 ★ Skinner ○ Introduced the programmed instruction (a programmed instruction is a method of self-instruction that enlists machines or specially prepared books to teach information). ★ Bloom ○ Developed the taxonomy of educational objectives. F. Educational in Contemporary Times This highlights the importance of interculturalism, multiculturalism, mobile devices and media platforms, self-paced, and individualized study plans, a variety of available resources and technologies, innovation, and the creation of “enabling spaces” for students in modern education. The flipped classroom has revolutionized during this period Various technologies such as LMS and MOOCs have been utilized, along with virtual and augmented reality, 3D printers, and robotics. Different education processes, such as heutagogy, peeragogy, and cybergogy, are being employed creating limitless possibilities for the future of education. ROLES OF TECHNOLOGY IN LEARNING 1. As Tools Technology as educational tools can aid in knowledge construction by allowing learners to express their ideas, understanding, and beliefs, and by enabling the  creation of multimedia knowledge bases. 2. As Information Vehicles Educational tools can also serve as information resources, supporting learning-by-constructing by providing access to information necessary for comparing perspectives, worldviews, and beliefs. 3. As Context to Support Learning-By-Doing By representing and simulating real-word problems and situations, educational tools (technology) can provide a context to support learning-by-doing. 4. As a Social Medium to Support Learning-By-Conversing Allows for collaboration for others, provides a platform for discussion, argumentation, and consensus building within a community, and facilitates discourse among knowledge-building communities. 5. As an Intellectual Partner to Support Learning-By-Reflecting Helps learners articulate and represent what they know, reflect on what they have learned and how they came to know it, and construct personal representations of meaning to support mindful thinking. 5 WAYS ON HOW TECHNOLOGY CAN IMPROVE AND ENHANCE LEARNING 1. Technology can enable personalized learning or experiences that are more engaging and relevant. Educators can create learning opportunities that align with learning objectives by providing them with a range of options to choose from. By utilizing technology to facilitate these experiences, students are more likely to be engaged. 2. Technology can help organize learning around real-word challenges and project-based learning using a wide variety of digital learning devices and resources to show competency with complex concepts and content. Teachers may ask students to publish their work on the internet where they can receive feedback from other members of different communities from across the country. 3. Technology can help learning move beyond the classroom and take advantage of learning opportunities available in museums, libraries, and other out-of-school settings. This highlights how technology can broaden the scope of learning beyond the confines of the classroom by enabling access to various educational opportunities available in museums, libraries, and other out-of-school settings. 4. Technology can help learners pursue passions and personal interests. Technology can facilitate personalized learning experiences that enable students to pursue their passions and interests. This approach can help learners access a vast array of online resources and develop a deeper understanding of subjects they are passionate about.  5. Technology access when equitable can help close the digital divide and make transformative learning opportunities available to all learners. This emphasized how access to technology can play a crucial role in closing the digital divide and providing transformative learning opportunities to all learners. If properly selected and used, instructional materials can do the following: 1. Arouse and sustain the interest and attention of the pupils/students to learn. 2. Concretize abstract concepts/ideas to promote meaningful learning. 3. Make learning more permanent because of the rich experiences that they provide. 4. Provide self-activities for independent learning. 5. Increase vocabulary by eliminating verbalism. 6. Develop continuity of thought. 7. Increase the quality of learning while decreasing the time spent. 8. Check pupil preparedness. 9. Make learning more interactive, hence learning is improved. Unit 2: Theories and Principles in the Design and Use of Technology-Driven Lessons A. TPACK Framework TPACK – Technological Pedagogical Content Knowledge Framework ❖ Introduced by Punya Misha and Matthew Koehler. ❖ Combination and harmonization of three types of knowledge: Content, Pedagogical, and Technological Knowledge to improve student learning.  1. Content Knowledge (CK) – refers to the teacher's understanding of the subject matter they are teaching. (What teachers know) 2. Pedagogical Knowledge (PK) – Involves understanding teaching methods, learning theories, classroom management, and strategies. (How teachers teach) 3. Technological Knowledge (TK) – Knowing how to use technology, understanding digital tools and softwares and how to use them in educational settings. (How teachers use technology) 4. Pedagogical Content Knowledge (PCK) – aims to enhance pedagogical practices by forging deeper links between the material and the methods employed to convey it. 5. Technological Content Knowledge (TCK) – Teachers need to know which tools are best suited to teach certain subjects. (This demonstrates your comprehension of how content and technology may interact and compete with one another.) 6. Technological Pedagogical Knowledge (TPK) – It is understanding how technology changes the way you deliver lessons and engage with students. (e.g. Online class, asynchronous class) B. Dale’s Cone of Experience WHO IS EDGAR DALE? ➔ Edgar Dale (1900-1985) served on The Ohio State University faculty from 1929 until 1970. ➔ He was an internationally renowned pioneer in the utilization of audio-visual materials in instruction. ➔ Professor Dale's most famous concept was called the "cone of experience," a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners WHAT IS THE CONE OF EXPERIENCE? ➔ In his first edition of Audiovisual Methods in Teaching (1946), Dale introduced the ‘Cone of Experience’. Its sole purpose is to serve as a visual aid to clarify the relationship between the various audiovisual resources and their unique “positions” within the learning process. ➔ The cone represents the evolution of experience from the most tangible/concrete (base) to the most abstract (top).  ➔ When a learner moves from direct and purposeful experiences to verbal symbols, the degree of abstraction gradually grows. As a result, learners become spectators rather than participants. ➔ Cone of experience is not a hierarchy. The experiences are arranged based on their abstraction and the number of senses involved. ➔ The process of learning must begin in concrete experiences and move toward the abstract if mastery is to be obtained. ABSTRACT CONCRETE Difficulty when not enough previous First-hand experiences experience exposure to a concept Learner has some control over the Every level of the Cone uses abstract outcome thinking in some way Incorporates the uses of all five senses ➔ Dale (1969) asserts that the pattern of arrangement of the bands of experience is not difficulty but degree of abstraction Jerome Bruner's Theory of Instruction Three levels in the learning process: 1. Enactive - direct experience (learning by doing) 2. Iconic - representation of experience (learning through observation) 3. Symbolic - words or visual symbols (learning through abstractions) ENACTIVE - direct experience (learning by doing) 1. Direct Purposeful Experiences The bottom level of Dale’s Cone of Experience is also the least abstract. Direct purposeful experiences are hands-on activities that grant us responsibility for driving a  specific outcome. We are active agents in the learning experience. In a sense, direct purposeful experiences are an unabridged version of life itself. 2. Contrived Experiences Focuses on the ‘editing’ of reality. At this level, teachers use representative models and mock-ups to provide an experience as close to reality as possible. 3. Dramatized Experiences Can be seen as role-play exercises. This means reconstructing situations for learning purposes. As a result, the third level involves shifting learners–at least some of them–from observers to active participants. 4. Demonstrations A visualized explanation of facts, ideas, or processes. They are a common way to train employees or students, as they have relatively little preparation and resources. After all, individuals observe a lot simply by watching others. 5. Study Trips/Field Trips Offer the sights and sounds of real-world settings. The main activity focuses on observing from the sidelines. Participation is included. 6. Exhibits This is the first level that opens the door for an expanded range of sensory and participatory experiences. This level can be summarized as meaningful displays with limited handling. After all, most exhibits are experiences that are for the eyes only. Yet, some exhibits include sensory elements that can be related to direct purposeful experiences. These exhibits are specifically designed for interactivity. ICONIC - representation of experience (learning through observation) 7. Educational Television and 8. Motion Pictures Most recent publications combine levels eight and seven into one category. Motion pictures and educational television include, for example, videos, animations, and TV programs that imply value and messages through moving pictures. These are abstract experiences, as learners focus on observation instead of active participation. 9. Recordings, Radio, and Still Pictures Edgar Dale first created this model in 1946. As such, he included the multimedia assets of his time, such as recordings, radio, and still pictures. In more modern terms, this level could include photos, podcasts, or audio files. SYMBOLIC - words or visual symbols (learning through abstractions) 10. Visual Symbols  The other highly abstract level includes visual symbols, such as charts, maps, graphs, and diagrams used for conceptual representation. 11. Verbal Symbols Are highly abstract as they bear no physical resemblance to the objects or ideas they stand for. These verbal symbols provide no visual representation or clues to their meaning. WHAT ARE THE IMPLICATIONS OF DALE’S CONE OF EXPERIENCE IN THE TEACHING-LEARNING PROCESS? 1. We should not rely on just one type of activity in the teaching-learning process. We should strive to vary our instructional methods and materials to help students conceptualize their learning experience. 2. We should avoid teaching directly at the symbolic level of thought without an adequate foundation of the concrete. 3. We should not get stuck with concrete ideas either. We should also expose our students to the abstract level to develop higher-order thinking skills. C. Bloom’s Revised Taxonomy of Learning Objectives ➔ This serves as a framework for classifying educational objectives. ➔ Original Bloom's Taxonomy: Created in 1956 by Benjamin Bloom and colleagues–Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. ➔ Revised Version (2001): Led by David Krathwohl and Lorin Anderson. - Updated to focus on action verbs. - Focuses on 21st-century skills and technology integration. WHY IS IT IMPORTANT TO US? ➔ Provides a structured way to classify educational objectives. ➔ Aids teachers in designing curriculum, assessments, and instructional strategies. ➔ Encourages higher-order thinking, building from basic to advanced cognitive skills. TYPES OF KNOWLEDGE: 1. FACTUAL - Basic facts and terminology specific to a discipline (e.g., components of a cell). 2. CONCEPTUAL - Understanding relationships among concepts (e.g., government systems). 3. PROCEDURAL - Knowing how to perform tasks (e.g., painting techniques, scientific methods). 4. METACOGNITIVE - Awareness of one's own learning processes and strategies (e.g., using mnemonics). COGNITIVE DOMAIN The six levels of cognitive learning according to the revised version of Bloom's taxonomy are remembering, understanding, applying, analyzing, evaluating, and creating. These levels can be useful for the setting of learning objectives because some verbs are more appropriate at some levels than others (though some verbs are useful at multiple levels). THE SIX COGNITIVE LEVELS 1. REMEMBER/ REMEMBERING Recall basic facts and concepts Examples: list, define 2. UNDERSTAND/ UNDERSTANDING Explain ideas or concepts Examples: summarize, interpret 3. APPLY/ APPLYING Use information in new situations Examples: solve, demonstrate 4. ANALYZE/ ANALYZING Break down information into parts and understand relationships Examples: compare, differentiate 5. EVALUATE/ EVALUATING Make judgments based on criteria Examples: argue, critique 6. CREATE/ CREATING Produce new or original work Examples: design, construct BLOOM’S DIGITAL TAXONOMY ➔ Adapted for the 21st century, integrating technology into each level of cognitive thinking. ◆ Examples:  Creating: Blogging, programming, designing digital projects. Understanding: Online debates, multimedia explanations. BLOOM’S TAXONOMY IN LESSON PLANNING It is important in lesson planning because it: ➔ Helps teachers organize objectives for effective teaching. ➔ Enables clear, focused assessments and aligned learning activities. ➔ Encourages planning lessons that move from basic knowledge to higher-order thinking. In writing learning objectives.. ➔ Structure: Verb + Noun. Example: "Students will be able to [verb] [noun]." ➔ Tips: ◆ Align verbs with cognitive levels. ◆ Ensure objectives are achievable within lesson time. WHY USE BLOOM’S TAXONOMY? ➔ It helps teachers and students understand the purpose of learning activities. ➔ It ensures alignment between objectives, activities, and assessments. ➔ It aids in creating lessons that challenge students to engage in deeper thinking. D. Instructional Design Models ★ Allows us, teachers to make sense of abstract learning theories and enable real-world applications. ❖ Instructional Design ➔ The practice of improving education through the systematic development of learning experiences and the understanding of student learning needs. Multimedia and technology are frequently used by instructional designers to improve education. ➔ The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences. Technology and multimedia are frequently used by instructional designers as tools to improve instruction. Two primary duties of Instructional Designers: 1. To analyze the learning needs 2. To consistently build better learning experiences How does this affect us teachers? ➔ It implies that you must first understand your students' true characteristics before you can even start to design your lesson plan. ➔ There are a lot of factors that will influence your teaching decisions such as students’ age, gender, religious affiliation, and many more. ➔ After assessing your students, you can then choose the strategies and activities that best suit them to achieve your learning objectives. 1. Gagné’s Nine Events of Instruction ➔ The Conditions of Learning, written by Robert Gagné in 1965, outlined a series of events that relate to and deal with the mental prerequisites for learning. ➔ These nine events, which we refer to as Gagné's nine events of instruction, are organized according to a behaviorist approach to learning and are focused on the results or behaviors of instruction or training. ➔ You can create interesting and meaningful lesson plans by combining Bloom's revised taxonomy with Gagné's nine events of instruction. ➔ The foundation for creating and delivering instructional content can be built using Gagné's nine events of instruction. ➔ Before applying the nine events, we teachers should ideally create our course goals and learning objectives since they will actually aid in placing the events in their right context. ➔ The nine events of instruction can then be altered to meet the material to be covered and the students' level of understanding. 1. Gain attention of the students ➔ Present a stimulus to capture the students’ attention and make sure they are prepared to learn and participate in activities. Inspire curiosity, unpredictability, or surprise in your students. Ask the students interesting questions. ★ APPLICATION: Begin by asking, "If I say 'The dogs barks' or 'The dog barks,' which one do you think is correct? Why?" 2. Inform students of the objectives ➔ To help them comprehend what they are supposed to learn during the session, communicate to the students the objectives or outcomes of the lesson. It is best to provide objectives before instruction begins. This will allow students to organize their thoughts on what they are about to see, hear, and/or do. ★ APPLICATION: “Today, we’re going to learn how to make sure that the subject and verb in a sentence agree with each other. By the end of the lesson, you’ll be able to write and speak with the correct subject-verb agreement.” 3. Stimulate recall of prior learning ➔ Help students understand new knowledge by connecting it to what they already know or have previously experienced. This will allow students to build on previous knowledge or skills. Inquire about prior experiences or the students’ comprehension of the previous concepts. ★ APPLICATION: Ask students to recall what a subject and a verb are. Write some simple present tense sentences on the board and underline the subject and the verb (e.g., “She plays tennis.”). Review the basics of singular and plural subjects. 4. Present the content  ➔ To deliver more effective and efficient instruction, use techniques for presenting and cueing lesson content. Organize and chunk contents in a meaningful way, and after demonstration, give explanations. You can introduce vocabulary, give illustrations, and many more effective ways of presentation. ★ APPLICATION: Explain the rule: “The verb must agree with the subject in number. If the subject is singular, use a singular verb. If the subject is plural, use a plural verb.” Provide examples: ○ “He runs fast.” (singular) ○ “They run fast.” (plural) Highlight common mistakes and point out irregular forms (e.g., to be verbs: “He is” vs. “They are”). 5. Provide learning guidance ➔ Advise students on strategies and available resources to aid them in learning the content. Provide students with instructions on how to learn, such as guided activities. With learning guidance, the rate of learning increases because students are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts. ★ APPLICATION: Use a visual chart showing singular and plural subjects paired with the correct verb forms. ○ Give a mnemonic, such as "Singular ends in -s: He runs." 6. Elicit performance (practice) ➔ Activate student processing to help them internalize new skills and knowledge and to confirm their correct understanding of these concepts. Allow students to apply knowledge and skills learnt. You can ask deep-learning questions, making references to what students already know, or having students collaborate with their peers. ★ APPLICATION: Give students a worksheet with sentences that need to be completed by choosing the correct verb form. For example: ○ “The dog (run/runs) fast.” ○ “The boys (play/plays) soccer every day.” Purpose: Gives students an opportunity to apply what they have learned. 7. Provide feedback ➔ Provide immediate feedback on students’ performance to assess and facilitate learning. Allow students to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where problems and inconsistencies in learning are occurring. This is a crucial part of the learning process that teachers sometimes overlook. ◆ Confirmatory Feedback Inform the students that they already completed their tasks. This form of feedback does not tell students what they should work on, but it does  encourage them. It confirms that the learner is on the right track without further elaboration. Example: A teacher says, “Yes, that’s right!” after a student answers a question correctly. ◆ Evaluate Feedback Inform the students about the accuracy of their performance or response. However, it does not provide guidance on how to improve the performance. Provides a summary judgment, often lacking specific guidance on improvement. Example: "You received a B+ on your essay. Good work." ◆ Descriptive or Analytic Feedback Give students advice, recommendations, and information to help them improve their performance. Its purpose is to give detailed insights into what was done well and what can be improved, offering a more comprehensive understanding of the work. Example: "Your introduction is strong, but the thesis could be clearer. In paragraph three, your evidence doesn’t support your argument well." ◆ Remedial Feedback Guide students in the right direction to obtain the correct answer, but do not supply it. Provides additional teaching or guidance aimed at addressing gaps in understanding. It often includes extra practice or clarification of concepts. Example: “You’re having trouble with division. Let’s go over a few more examples to clarify how to handle remainders.” ◆ Corrective Feedback Inform the students about the accuracy of their performance or response. Points out specific errors or mistakes and offers suggestions on how to fix them. Provides information on what was wrong and how to correct it. Example: "Your calculation of the area was incorrect because you used the wrong formula. Remember to use length × width for rectangles." ◆ Peer-Evaluation and Self-Evaluation Assist students in identifying learning gaps and performance flaws in their own and their peers’ work. Involves learners assessing each other’s work and learners assess their own performance, often reflecting on strengths and areas for improvement. Example: "Your argument was well-structured, but I think you could add more evidence to support your claim in paragraph two."  Example: "I feel I did well on explaining the key concepts, but I struggled with providing enough examples in my essay." ★ APPLICATION: Go through the worksheet together as a class. After each answer, explain why the chosen verb is correct or incorrect. ○ Provide immediate feedback like: “Correct, ‘The dog runs’ is right because ‘dog’ is singular.” Purpose: Helps students understand and correct mistakes as they go. 8. Assess performance ➔ To evaluate the effectiveness of the instructional events, test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives. This will allow students to see content areas that they have not mastered. ★ APPLICATION: Sentence Sorting Quiz ○ Prepare a set of sentence strips, each with a subject and a verb that either agrees or disagrees (e.g., "The cats runs," "She play soccer," "They are happy"). ○ Ask students to work in pairs and sort the sentences into two categories: Correct and Incorrect. ○ Once sorted, they should rewrite the incorrect sentences with the correct subject-verb agreement. ★ Purpose: This hands-on activity assesses students' understanding of subject-verb agreement while promoting collaboration. It also encourages active correction of errors. This game adds a physical and interactive element to the assessment, making it more engaging while reinforcing grammar rules. 9. Enhance retention and transfer to the job ➔ To help learners develop expertise, they must internalize new knowledge. Allow students to apply information to personal contexts. This increases retention by personalizing information. ★ APPLICATION: Summarize by saying: ○ “Subject-verb agreement helps our sentences sound correct and makes it easier for others to understand us. Keep practicing it when you write or speak.” Activity: ○ Assign a short paragraph for homework where students describe their daily routine, ensuring they apply subject-verb agreement. Example: “Write 5 sentences about what you do on the weekend.” ○ In the next class, have students peer review each other’s paragraphs, checking for subject-verb agreement. Purpose: Encourages practice and helps solidify the concept by applying it in new contexts. REFLECTION: Remember, the true power of these steps lies in how they can be adapted to fit any subject or audience, enhancing both the teaching process and the learning outcomes. In summary, Gagné’s Nine Events of Instruction provide a structured and proven framework for designing effective lessons that engage students, promote deep learning, and foster long-term retention. As educators, embracing this model can make our instruction more purposeful, structured, and ultimately, more successful. 2. ASSURE Model ➔ Robert Heinich and Michael Molenda developed the ASSURE model in 1999 ➔ ASSURE model of instructional design is an acronym that stands for various steps which intends to help teachers integrate technology and media in our classes. ➔ Based on Robert Gagne’s nine events of instruction and also founded on the theory of constructivism. ➔ Emphasizes on media-infused instructional preparation and delivery in a way that it is capable of achieving necessary learning outcomes. This aids the teachers in determining what technology works best for the course context and how to use that technology to improve learning experiences. A – Analyze learners As the initial step of the process, you must examine your students’ characteristics. Focus should be placed on student traits that are related to targeted learning outcomes since the data you acquire helps you decide how to proceed with the other steps in the process. The following information should be included in the analysis of the learners: 1. General characteristics of the students: age, gender, religious preference, socioeconomic status, academic standing, and interests. 2. Prior skills, knowledge, and abilities 3. Various types of learning styles: auditory, visual, and tactile (multiple intelligences of Howard Gardner could also be a basis) You are directed in selecting particular tactics and resources to support the learning process by understanding the characteristics of your students. ★ If you only have time to find out one thing about your students, try to determine their prerequisite knowledge and skills, even if it's on the first day of the course. S – State standards and objectives These objectives may serve as a basis in assessing the success of your students in class and as part of the grading and evaluation process as well. You can inform your students about these criteria and objectives by telling them what they are expected to do in class. You can utilize the ABCDs of well-stated learning objectives in crafting a good set of learning objectives.The ABCD stands for: 1. Audience - for whom is the objective intended? 2. Behavior - What is the expected behavior or performance to be demonstrated? 3. Conditions - What are the conditions that will be used to observe the behavior or performance? 4. Degree - To what extent will the skill or knowledge be mastered? Note: Objectives are not always written in order of Audience, Behavior, Condition, and degree. Learning objectives are often written in order of Condition, Audience, Behavior, and Degree (CABD) An example on how to write a learning objective based on the ABCD criterion: After giving the chart of 7 literary elements(character, setting, perspective, plot, conflict, theme, and voice) (condition), Grade 8 students (audience) will identify elements in a plot and illustrate them by providing examples from the story, The Lottery, and writing them in their notebooks (behavior). The students will list the five elements (exposition, rising action, climax, falling action, and resolution) required to make a plot map and provide appropriate examples from the text that illustrate them at 100% accuracy (degree).  ★ The statement of objectives should be formulated with verbs that pinpoint the learning objectives. The revised Bloom’s taxonomy of learning objectives provides a helpful guidance for choosing the appropriate verbs. You should also be aware that assessment can only be based on students’ behaviors, taking into consideration the fact that certain students may know some materials inside but may not be able to perform well on the test. (Never forget Bloom’s taxonomy. It should run in your veins as a teacher). S – Select strategies, technology, media, and materials You must now select instructional strategies, technology, and media that will bring about the desired results. To do this, identify first the appropriate delivery method of instruction. What proportion of your teaching will be teacher-centered (lectures, demos, and video presentations), and what proportion will be student-centered (group discussions, cooperative group work)? After this, you choose which technology, media, and materials will best support your chosen method of instruction. ★ The teacher is a necessary component in handling the material. Fancy tools are great, but eventually it comes down to having someone who knows more than what is in the textbook. ★ REMEMBER: Learning is the most beneficial when you guide your students in discovering the appropriate answer to a problem. An effective teacher is merely a facilitator of the learning process. ★ The duty of the instructor is to bridge the new technology with the existing materials. U – Use technology, media, and materials This step entails developing a strategy for utilizing the chosen technology, media, and material. As with the whole instructional procedure, it is critical to ensure that all plans should contribute to the achievement of the lesson objectives. 1. Examine the technology, media, and materials in advance. You must plan ahead of time and do a dry run of your lesson before actually teaching it. 2. Get the technology, media, and materials ready. This involves gathering together all things you need to teach a lesson, and you must see to it that all the materials are working properly. 3. Set the environment ready. There’s some little preparation required to set up the learning environment. Simple things like making sure there are enough desks are essential. If you have control of the situation, make sure that there are no sources of noise that will bother your students. 4. Prepare the students. You must effectively communicate the learning objectives to your students. This will assist your students in developing a mental map of what they need to learn. It is also critical to inform them how they will be evaluated. They need to know what their assignments will be, how they will be marked, if tests will be given, and so on. 5. Make the learning experience available. This final stage entails carrying out the lesson. This is where all of your preparation comes to play. You should draw the attention of your students.  ★ Teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be employed and the manner on how it will be more effective to achieve the learning outcome. R – Require learner participation As the facilitator of learning, you should make plans for how to actively engage learners in the content being taught. The lesson should include a variety of meaningful activities for the students to participate in problem solving and critical thinking. This will allow the learner to communicate with the teacher and receive valuable feedback. ★ Involving students in the learning process requires planning, not just simply stating that the students will listen and absorb the material. E – Evaluate and revise The final step in ASSURE evaluates the impact of your training program by examining learning strategies, as well as the technology, media, and materials used throughout the program. This evaluation stage determines whether learning objectives are met, if the choice of technology and materials are successful, and pinpoints where the program can be improved. During this evaluation, the following questions are important to ask: 1. Did your lesson achieve the learning objectives you set? How will you know if the students have met the objectives? Is your method of assessing students in line with your learning objectives? 2. Is it possible to improve this lesson? How? How are you going to determine the weaknesses in your presentation? 3. Was your selection of media and materials sound? How will you evaluate the efficacy of these tools? 4. Is it feasible that other technologies, media, and materials would have done a better job? 5. The final step of your evaluation should center on student comments. Was their whole experience positive? Do they believe they have met both your objectives and their own personal objectives? How will you know whether your performance was effective? ★ Remember that in our job as teachers, mistakes and errors in judgment and planning are totally normal, especially for novice teachers. Don't punish yourself (or worse, your students) simply because your students are unable to give you your expectations or because they're taking too much time to finish a task. It doesn't make you less of a teacher to revise your teaching strategies and discard those that don't work, based on the feedback from your students. 3. ADDIE Model ➔ Developed by the Center for Educational Technology at Florida State University for the U.S. Army in 1975 ➔ A framework for designing and developing educational and training programs.  ➔ It is likely the most prominent and early instructional design model that has been widely utilized in training and course design until today. In fact, most models are variations of the ADDIE model. A – Analyze ➔ The process of defining what is to be learnt ➔ The goal-setting stage ➔ During this stage, your primary focus as a teacher is on your target students. It is also here that you match your lesson delivery to the degree of ability and intellect that each of your students demonstrates. You should delineate between what your students already know and what they should know after the lesson. ➔ It is necessary to employ subject texts and documents, lesson plans, and the internet. You can structure your lesson plans with the use of internet materials such as web courses. Here are some questions to consider during the analysis phase: 1. Who are your students? 2. What are your overall objectives? 3. What are the overarching information, skills, attitudes, and behaviors that you must teach? 4. What is the amount and level of content required for your lessons? 5. What resources are required and available? D – Design  ➔ The process of specifying how it is to be learnt ➔ This stage establishes all goals, performance measurement tools, tests, subject matter analysis, planning, and resources. ➔ Emphasis is on the learning objectives, content, subject matter analysis, lesson planning, assessment, instruments employed, and media selection. ➔ This is where you will set your learning objectives and decide on the instructional strategies that will be employed to achieve those objectives in a methodical and specified manner. ➔ You must also decide how the instructional materials will look, feel, work, and be presented to students. Here are some questions to consider during the design phase: 1. How will the content and activities be organized, presented, and reinforced? 2. What are the objectives of this lesson? 3. What skills or outcomes do I hope to achieve for each objective? 4. What strategies will l employ to accomplish each objective? 5. Whát media/resources will I utilize in class? 6. How will I assess my students' comprehension of the material? D – Develop ➔ The process of authoring and producing the materials ➔ The development stage's purpose is to develop lesson plans and lesson materials. ➔ You need to develop or prepare your instructional materials, all the media and technology that you will use in teaching, and any supporting documentation. ➔ Development also involves starting the production and testing of the strategies you will use in teaching. You can use the information you acquired from the two previous stages to design a learning experience that will transmit what needs to be taught to your students. If the previous two stages involved planning and brainstorming, the development stage is all about putting the plan into action. ➔ This is the stage at which you gather and incorporate the lesson content into the instructional design to create the learning support resources. During the development process, you should answer the following questions: 1. How do I create a lesson plan? 2. How should I organize the content? 3. What teacher and student activities should be included? 4. How do I provide practice for my students? 5. What media should I use when teaching? 6. How can I present confirmatory and corrective feedback? I – Implement ➔ the process of situating the topic in the real-world context (conduct of classes) ➔ Implementation stage represents your ongoing modifications to your instructional dęlivery to achieve optimal efficiency and excellent results.  ➔ To ensure plans are effective, you should strive to redesign, update, and alter them. Much of the hard work is done here as you and your students collaborate to attain your learning goals. ➔ When you and your students are in the implementation stage, instantaneous changes to the delivery of the lesson may be made, making the instruction more effective and successful. For example, if you’re open to comments and suggestions from your students (which you ought to be) they'll be able to tell you which portions of the teaching-learning process work well for them and which need to be improved. Since this stage generates a lot of feedback from both you and your students, much may be learned and addressed if you all have an open mind. When carrying out the implementation stage, you should answer the following questions: 1. How do I inspire my students? 2. How do I present the lesson to them? 3. What kinds of questions should I ask? 4. How shouldI go about using PowerPoint slides or other presentation media? 5. How should I summarize and evaluate each lesson or presentation? 6. How can I make the best use of my time during the lesson? E – Evaluate ➔ The process of determining the adequacy of the instruction given ➔ The key objectives of the evaluation stage are to determine whether or not your learning objectives were fulfilled and to determine what will be needed to improve in the efficiency and success rate of instruction. ➔ This is when you evaluate what you've accomplished (or failed to accomplish) in the entire lesson. ➔ Evaluation should take place throughout the instructional design process, including within stages, between stages, and after the implementation. ➔ Formative and summative evaluations are also possible. Formative evaluation ongoing both during and between stages. Its purpose is to improve the teaching-learning process immediately as it is happening. Summative evaluation is typically performed after instruction has been implemented because it analyzes the total effectiveness of the teaching-learning process. You can use the information from your summative evaluation of your lesson to make decisions about your teaching strategies or instructional materials. 4. Merrill’s First Principles of Instruction David Merrill ➔ A leading figure in the field of educational technology and instructional design. ➔ His contributions have particularly focused on instructional strategies and fundamental learning principles more than the use of educational media and their influences. Merrill's First Principles of Instruction is an instructional design framework developed by David Merrill in 2002. It provides a set of guidelines and principles for creating effective and learner-centered instructional experiences. MPI (Merrill's Principles of Instruction) is recognized as one of the earliest teaching principles, focusing on maximizing knowledge from learning experience. The principle integrates five learning principles including Task-centered, Activation, Demonstration, Application, and Integration. 1. Task/Problem-Centered “Learning is promoted when learners are engaged in solving real-world problems.” Show Task Task Level Problem Progression 2. Activation “Learning is promoted when existing knowledge is activated as a foundation for new knowledge.” Previous Experience Provide Experience 3. Demonstration “Learning is promoted when new knowledge is demonstrated to the learner.” Demonstration Consistency Learner Guidance 4. Application “Learning is promoted when new knowledge is applied by the learner.” Practice Consistency Diminishing Coaching Varied Problems 5. Integration “Learning is promoted when new knowledge is integrated into the learners’ world.” Watch Me Integration Creation ❖ Detailed Learning Plan or DLP (DepEd) and Subject Area Curriculum Guides ➔ Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 provides the framework for the implementation of the enhanced basic education in the Philippines called K to 12 curriculum. ➔ K to 12 curriculum Follows a spiral progression of content, which implies that children learn topics when they are young then repeat the same concepts at a higher level of complexity as they graduate from grade one level to the next. Contains the standards and competencies that serve as basis for your lesson plans and decisions in the teaching-learning process. ➔ Standards Statements regarding students’ learning expectations ➔ Content Standards (what students should know) Broad statements that describe specific content areas and explain what students should know, care about, and be able to do at each grade level of learning EXAMPLE: The learners demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body. ➔ Performance Standards (What students should be able to do) Broad statements that are used to evaluate what specific, measurable evidence is acceptable in determining whether content standards have been met. It offers concrete examples and explanations of how well students must understand or exhibit the topic, explaining “how good is good enough”. EXAMPLE: The learners shall be able to conduct an information dissemination activity on the effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers.  ➔ Learning Competencies Specific objectives that, when taken collectively, enable your students to achieve the standards. You can think of learning competencies as learning competencies for your lesson plan, and indeed you can use them as such if they are specific enough for your lesson. EXAMPLE: Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body. (S9LT-la-b-26). Thus, our sample learning competency "explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body (S9LT-la-b-26)" is taught in Grade 9 science (S9) under the domain Living Things and Their Environment (LT), which is about concepts in biology, during the first quarter (I) for the first two weeks (a-b) of the quarter. ➔ Learning Objectives Learning Competencies are broken down into learning objectives: Knowledge, Skills, Attitudes, Values Take note that teachers in DepEd use K_S_A_V while in the book, it’s K_S_A only. Your DLP is your lesson’s “road map”. As it offers a detailed description of the actions you will take to teach a certain topic. The following sections are typical of a DLP: objectives, content, learning resources, procedure, remarks, and reflection. As long as you understand the theories and principles in the design and use of technology-driven lessons by heart, you should be able to adapt to any format of lesson plan that you might be asked to make. At the end of the day, when you encounter challenges in your class, just remember: