TTL 2 - Languages (Draft not for Circulation) - Page 1 of 19 COURSE SYLLABUS TEMPLATE Course Name Technology for Teaching and Learning 2 Course Credits 3 units Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in particular subject specializations and other related programs aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education, Secondary Science Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education, Technology and Livelihood Education). Contact Hours/week 3 hours/week Prerequisite TTL 1 Course Objectives 1. Develop project- and problem-based, collaborative activities using technology tools 2. Produce learning resources using technology tools in various subject areas 3. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context 4. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application 5. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills. 6. Use technology tools to collaborate and share resources among communities of practice COURSE OUTLINE AND TIMEFRAME Course Content/Subject Matter
Transcript
TTL 2 - Languages (Draft not for Circulation) - Page 1 of 19
COURSE SYLLABUS TEMPLATE
Course Name Technology for Teaching and Learning 2
Course Credits 3 units
Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications
Technology (ICT) materials for teaching and learning in particular subject specializations and other related programs aligned to the K to 12
curriculum (Secondary English Language Education, Secondary Filipino Language Education, Secondary Science Education, Secondary Math
Education, Secondary Social Science Education, Secondary Values Education, Technology and Livelihood Education).
Contact Hours/week 3 hours/week
Prerequisite TTL 1
Course Objectives 1. Develop project- and problem-based, collaborative activities using technology tools
2. Produce learning resources using technology tools in various subject areas
3. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
4. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
5. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and
Effective Communication Skills.
6. Use technology tools to collaborate and share resources among communities of practice
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
TTL 2 - Languages (Draft not for Circulation) - Page 2 of 19 SAMPLE LEARNING PLAN
Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/
References
Teaching and Learning Activities (TLAs) Assessment Task (ATs)
Resource
Materials
Time Table
(54 hrs)
Weeks 1-3
Develop project-
and problem-
based,
collaborative
activities using
technology tools
Explain problem-
based and
project-based
learning
approaches
Unit 1. Developing Problem-based and Project-based Instructional Plans A. Nature of Problem-
based and Project-based approaches
a. Problem-based (and inquiry approach?)
b. Teaching with Projects/Project-based approach
● A TLA 1. Review samples of problem- and or project based unit plans (see https://engage.intel.com/docs/DOC-52038). Download desired samples and let students review each plans. Provide local DepEd samples of learning plans for further review. Let students formulate concepts on problem- and project-based learning based on the samples reviewed. Lead them to the identification of technology tools used in the sample unit plans and have them describe how these tools were used in the unit plans to achieve the competencies intended.
● A TLA 2. Comparison of the difference of
Problem and Project Based Learning (use http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer) -Give time for students to read the article. Using the observations in TLA 1 and the concepts in the website reviewed, let students prepare a table comparing the two approaches.
● A TLA 3. Let them form quads and choose units from K to 12 curriculum that can be targeted for the application of the two approaches. Give them time to brainstorm and justify their choices to the whole class.
● A TLA 4. Divide the class into four and
Formulate a checklist of the elements of problem- and project-based approach as evidence of their understanding of the reviewed unit plans.
The 2013 Free Education Technology Resources . (2012) . Retrieved from http://humber.ca/centreforteachingandlearning/assets/files/Teaching%20Resources/2013_EmergingEdTech_Free-Education-Technology-Resources-eBook.pdf Motteram,G, (ed.) . 2013 . Innovations in learning technologies for English language teaching . Retrieved from https://www.tea
TTL 2 - Languages (Draft not for Circulation) - Page 3 of 19
assign each group according to quarters from the K to 12 curriculum. In each group, divide them in smaller groups of 3 or 4 members. Let them choose a unit based on the outputs in TLA 3. This unit will be adopted for the preparation of their learning plan/unit plan for the next topic. There should be no repetition of units.
B. Basic Parts of a Learning Plan/Unit Plan (Deped sample LP may be used)
● B TLA 1. A day before, let students look for sample learning plans from DepEd and sample unit plans. Have them review the parts and describe the contents of each part. Focus their attention on the parts where the elements of problem-based/project-based learning should be integrated. Let them identify from the sample plans the main learning activity that will require students to do inquiry activities or create projects. Lead students to the part of the sample plan where the inquiry or project activities are indicated.
● B TLA 2. Based on the review of sample plans, let students prepare their own draft. Give time for them to create (if no template is available) the document using a Word application (or using a paper or manila paper) following the basic parts identified. Let students share their output to peers for feedback.
Creating a template using Word application
DepEd Order no. 70, s. 2012 Guidelines on the Preparation of Daily Lessons http://www.deped.gov.ph/sites/default/files/order/2012/DO_s2012_70.pdf
2 hours
Develop a
problem-based
and project-
based learning
C. Writing a problem-based/project-based learning plan
a. Selection of competencies
● C TLA 1. Using K to 12 curriculum unit they have chosen previously, let them copy the competencies on the template they have created.
● C TLA 2. Facilitate a class brainstorming on
Draft of objectives Project idea accomplished using a template
K to 12 Curriculum Guides http://deped.gov.ph/k-to-
TTL 2 - Languages (Draft not for Circulation) - Page 4 of 19
plan
requiring ICT integration
b. Review of the revised Bloom’s taxonomy of objectives
c. Alignment of competencies, objectives and assessment with teaching and learning activities
the performance or product output for sample competencies. Emphasize the need for alignment of the performance or product outputs with the competencies and objectives even before they write their procedures.
● C TLA 3. Review the revised Bloom’s Taxonomy of Objectives. Let them start drafting their day 1 lesson of their unit by writing their specific objectives.
● C TLA 4. Let students consider a project idea for their unit plan. Give ample time for them to plan the technology tools that can be integrated in their unit. Provide a template for their draft.
12/curriculum-guides A Revision of Bloom’s Taxonomy by David Krathwohl http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
Weeks 4-6
Produce learning resources using technology tools in various subject areas Identify various instructional materials (IMs) and technology tools in the teaching of LANGUAGE
Unit 2. Producing
Learning resources
using technology tools
A. Human and non-
human learning
resources/instructi
onal materials/
B. Technology tools
for teaching
English/Filipino
● A TLA 1. In a tabular form, let students list down human and non-human learning resources/instructional materials that are possible in realizing objectives in teaching a lesson. Let students describe the learning resources they have listed in each column. Have them share the conditions when these resources are to be used in the classroom. Conclude the activity by emphasizing on the need to use varied materials in teaching considering the diversity of learners.
● A TLA 1. If technology tools were not
mentioned in the previous activity, lead the students to the idea that human learning resources may not be enough in teaching in the 21st century. Elicit reactions to the posited idea. Let them justify their
Accomplish a table with two columns writing human resources on the first column and non-human resources on the second. Answer scavenger hunt Make a list of technology tools with the justification of its possible integration in their unit plan.
TTL 2 - Languages (Draft not for Circulation) - Page 5 of 19
responses. Note these on the board for processing after the sharing. Ask the students to synthesize the ideas on the board and write a bigger concept that will encompass all the ideas shared.
● B TLA 1. Have students answer with time
limit a scavenger hunt activity by pair for locating technology tools being described. This will be done in a computer laboratory with internet access. If there is no net access just let students list as many as they can under time pressure. After the due time, let them exchange papers with 3 other pairs and find out the most common technology tool that students are familiar with. Let other groups sign their papers as evidence that they actually shared their answers with other groups. Summarize by tallying the responses shared. Ask students to formulate a simple conclusion about the ubiquity of technology tools that can be utilized by Language teachers.
● B TLA 2. Let students open the site provided in the resource section and explore the various technology tools enumerated in therein. Give ample time for them to read and note the tools that they think they can use in their chosen unit. Let them write a short justification for the tool to be integrated in their unit plan.
should-know-
about
Palmer, T.
(2015). 15
Characteristics of
a 21st Century
Teacher. .
http://www.edut
opia.org/discussi
on/15-
characteristics-
21st-century-
teacher
Explain the characteristics of good/appropriate
C. Characteristics of
Good/Appropriate
● C TLA 1. Facilitate a discussion on the characteristics of good instructional tools by using a multimedia presentation. Show
TTL 2 - Languages (Draft not for Circulation) - Page 6 of 19
IMs and technology tools in teaching LANGUAGE
IMs and
Technology tools
sample technology-based IMs for students to observe. Ask them to note some observations for later discussion. Post a question on the importance of choosing the right tools for their unit plans.
● C TLA 2. Let students work by quads and have them prepare a checklist of characteristics of a good/appropriate IMs and technology tools using their noted observations of the samples presented in the previous activity. Have the different groups share to other groups their checklist and give feedbacks on the other groups’ output. Let them finalize their own output by incorporating the feedbacks they received. Come up with just one checklist for the class to use in their output in E TLA 1.
appropriate IMs and technology tools for teaching
D. Principles of
Universal Design
for Learning (UDL)
Guidelines
● D TLA 1. Considering the diversity in the classroom, ask students how they might be able to prepare learning activities and resources that will cater to the varying needs of students. Group the students with 10 members in each group. Let them prepare a tableau to answer the question posted at the beginning of the lesson. Students will earn points by guessing the theme of the tableau of the other groups. Process the activity after everyone has presented. Let students share their reflection on the key ideas to consider in preparing IMs that will consider all types of learners in the classroom.
● D TLA 2. Relate the first activity to the main lesson on UDL. Prepare a handout containing the principles of UDL. let them recall their
Prepare a tableau Make a learning log
About UDL http://www.cast.org/our-work/about-udl.html#.V4nuQzUppbH Free Learning tools http://www.cast.org/our-work/learning-tools.html
TTL 2 - Languages (Draft not for Circulation) - Page 7 of 19
tableau and themes they portrayed to the principles in the handout. Ask them to create a draft of an IM that will incorporate the principles of UDL. This IM should be connected with the unit topic they chose in unit 1.
Create appropriate IMs using technology tools in teaching LANGUAGE
E. Creating teacher
productivity
materials using
technology tools
(How is this
different from
open-ended tools
which are also
technology tools?
identify these-
seems to overlap
with Unit 4 C)
F. Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit
● E TLA 1. Have students use the handout for the principles of UDL as they finalize their IM. Allow students to work on their IM and show the part of the unit plan where this will be used. Give them the chance to choose the technology tool/s that they will use in preparing their IM. Let them use the checklist that was created in the previous unit discussion.
● F TLA 1. Let students spend time writing their unit plans integrating the concepts and tools discussed previously.
Create IM using a technology tool of their choice Use checklist to assess student output
Tech for
Teachers
http://www.teac
htomorrow.org/e
ducation-
technology-
tools/
3
hours
Weeks 7-9
Evaluate the
relevance and
appropriateness
of digital and
non-digital
resources based
on the learning
Unit 3. Using Digital
and Non-digital
resources
A. Characteristics of
digital and non-
● A TLA 1. Give a word puzzle that contains a mixture of digital and non-digital resource examples. Let students find the words that they consider as resources. After their answers are checked, organize the words according to its type. Let them post these on the board for checking and finalizing the list. Ask them to justify why they consider the
Listing of characteristics of digital and non-digital resources
______(2016).Using Digital Resources. Deakin University. Retrieved from http://www.deakin.edu.au/studen
TTL 2 - Languages (Draft not for Circulation) - Page 8 of 19
context
Characterize
digital and non-
digital resources
digital resources
examples as digital or non digital resources. As an output, let them give the characteristics of the two types of resources.
ts/study-support/referencing/digital-sources
Determine the
relevance and
appropriateness
of digital and
non-digital
resources based
on the learning
context
B. Relevance and
appropriateness of
digital and non-
digital resources
● B TLA 1. Present a list of learning activities with their respective digital and non digital resources. A case scenario can also given to students for them to decide which type of resources are appropriate for them to adopt in delivering the learning activity. Ask students what they considered in their decision. Let the class contribute other factors to consider in noting the relevance and appropriateness of digital and non-digital resources.
Write a justification of their decision on the scenario presented
2 hours
Develop
assessment tool
to evaluate
relevance and
appropriateness
of digital and
non-digital
resources to the
learning context
C. Assessment tools for
selecting relevant
and appropriate
digital and non-
digital resources
D. Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in
● C TLA 1. Using the ideas generated and noted in the previous activity, let students work by pairs and create an assessment tool (rubric/checklist/rating scale) to evaluate the relevance and appropriateness of digital and non-digital resources. Give them 30-40 minutes to encode or write in word format. Let them format their document so that it could be ready to use.
● C TLA 2. Let them validate their assessment tool by working with english practice teachers who prepared resources for their demonstration. Let them pass the tool after
Create rubric/rating scale for evaluating digital and non- digital resources Accomplish a Learning log about their experience in creating and validating their own tool
5 hours
TTL 2 - Languages (Draft not for Circulation) - Page 9 of 19
the LP procedure
a week. Have them reflect on their experiences and key learning in developing and validating their assessment tool.
● D TLA 1. Let students revisit their unit plans
and do some revisions to incorporate the resources they may integrate in the lessons for the whole unit. Give ample time for unit planning. Highlight the importance of going back to the competencies chosen and how these will be achieved in the learning activities with the digital and non-digital resources identified.
Revise unit plan incorporating the principles of using digital and non-digital resources
Weeks 10-11
Use open-ended
tools (such as
word processing,
spreadsheets,
presentation
software, and
authoring tools)
in subject specific
application
Identify uses of
open-ended tools
(productivity
tools--whether
freeware or
Microsoft Office)
in the teaching-
learning of
Unit 4. Productivity Software Applications/Tools for teaching and learning A. Open-ended tools
and their uses in teaching and learning language skills
a. Using word in scaffolding student learning in a language classroom
b. Using presentations in teaching language skills
c. Using
● A TLA 1. Let students share their experiences
in using open-ended tools as a student in the
various courses they have already taken. Ask
how the tools were used. Have them give
specific outputs they have made using word,
presentation and spreadsheet.
● A TLA 2. Using specific samples given to
students, allow them to describe other ways
of using these open-ended tools as they plan
learning activities for their unit. Give them
time to browse samples of documents,
presentations and spreadsheets in sample
unit plans. Download a sample and share to
the class how these helped realize the
objectives of the unit of the sample unit
plans.
● A TLA 3. Discuss more in detail the uses of
open-ended tools through a multimedia
Compile samples created using open-ended tools. These will be used as resources for their unit planning.
2
hours
TTL 2 - Languages (Draft not for Circulation) - Page 10 of 19
LANGUAGE
spreadsheets in language learning
presentation. Emphasize the advantages or
benefits of using these tools in facilitating
learning in the classroom.
Create student
outputs using
computer
application
programs as
evidence of
learning
B. Creating student sample projects using open-ended tools
a. Students as digital authors
b. Creating a digital storytelling output using claymation/stop motion animation
c. Creating scaffolding materials to support learning
d. Creating a presentation for project-based output
● B TLA 1a. Facilitate a discussion on the role of
students as digital authors. Let students
review their chosen competencies for their
unit and plan the integration of sample
projects as evidence of the learning of
students in the unit.
● B TLA 2b. Show sample of a digital storytelling
using claymation/stop motion animation.
Elicit their observations in relation to the
language skills that are developed through
this output. Demonstrate how this is done
basically. Present tools they can use for
editing of their digital storytelling output. Let
them brainstorm about the possibility of this
type of output to be integrated in their
project-based unit plan.
● B TLA 3c. Post a question on how the they
can help their future students in
accomplishing student projects like digital
storytelling. Emphasize the role of
scaffolding in learning and finishing required
tasks to realize the competencies set for the
unit. Give time for the students to prepare
sample scaffolding material in relation to the
project idea in their unit.
● B TLA 3d. Let students brainstorm on the
Output: digital storytelling using claymation/stop motion animation Create a sample scaffolding material (handouts/templates/instructions for project making/ and any other possible document) Create storyboard for presentations
3 hours
TTL 2 - Languages (Draft not for Circulation) - Page 11 of 19
uses of spreadsheet in teaching
language/English/Filipino. Let them review
their unit plans again and see the possibility
of including this as part of the project idea to
be implemented in the unit plan.
Prepare IMs for
LANGUAGE
utilizing selected
open-ended tools
in delivering the
learning plan
C. Making IMs using open-ended tools in teaching language units
● C TLA 1. Give time for students to plan
instructional materials that they will use in
teaching the topics in their chosen unit
considering their objectives. Sample
presentations may be viewed from the site
posted in Unit 1. Highlight the fact that these
are samples that can be their guide in
planning and creating their own IM.
● C TLA 2. Let students create their IMs using
their laptops or desktop in the computer
laboratory. Supervise the completion of their
IMs. Set a time for students to showcase
their IMs for peer evaluation.
Sample IM (e.g presentation for a topic in their unit)
3 hours
D. Revisiting of PB learning plan: integration of student samples and teacher-made IMs
● D TLA. Before letting the students proceed
to their unit planning, remind them of the
alignment of the competencies, objectives,
and learning activities and IMs that will be
integrated in the procedure of the unit plan.
It would be good to prepare a checklist of
the required elements in their unit planning
to be in keeping with the expectations for a
project-based/problem-based unit plan.
Revised unit plan with the integration of IMs created together with sample project/s
1 hour
Weeks 12-13
TTL 2 - Languages (Draft not for Circulation) - Page 12 of 19
Use ICT to
develop 21st
Century Skills:
Information,
Media and
Technology Skills,
Learning and
Innovation Skills,
Life and Career
Skills, and
Effective
Communication
Skills.
Analyze
LANGUAGE
learning plans in
the context of the
21st century skills
Unit 5. Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills A. Sample Learning
plans and 21st century skills
B. Learning Activities
to develop 21st century skills
C. Promoting Digital Citizenship (not sure if this should be here or in Unit)
● A TLA1. Visit the link posted in Unit 1 A TLA 1
and let students review some chosen
language unit plans with emphasis on the
activities that show the integration of 21st
century skills. Lead students to the specific
activities that students were engaged to do.
Have students describe these activities and
relate to the skills that are developed.
● A TLA 2. Give a handout on the 21st century
skills. Facilitate a discussion by asking
students to choose an activity that they have
noted from the sample unit plans reviewed.
Let them relate the activity to the handout
provided by identifying the 21st century skill
that is developed in the activity from the
unit plan.
● B TLA 1. Using the chosen unit from K to 12
curriculum accomplished in Unit 1, let
students plan for at least 1 or 2 major
learning activity/ies that will facilitate the
development of 21st century skills in their
lessons. Let them share and justify to the
whole class at least one activity they have
constructed.
● C TLA 1. Present introduction about digital
citizenship. A basic concept map may be
shown to let students have an initial
background of what digital citizenship is.
Relate this to the 21st century skills that were
presented in the previous activities in this
Accomplish a word document describing the learning activities that integrate 21st century skills development.
TTL 2 - Languages (Draft not for Circulation) - Page 13 of 19
unit. After the short introduction, let students
open a sites where people can comment on a
post (could be their FB accounts--this will be
an opportunity for the teacher to process
what students post on their FB). Let them
show a post where they got offended or they
think the comments were offensive. Have
them share what they felt while reading
these comments.Process their ideas by
relating the concept of digital citizenship.
● C TLA 2. Present a case of plagiarism of online
materials by teachers and students. Discuss
the basics of copyright and fair use guidelines
for teachers. Ask ways by which teachers and
students can show digital citizenship always
when they utilize digital resources.
Enhance the
LANGUAGE
learning plan to
develop 21st
Century Skills
through ICT
integration
D. Revisiting of PB learning plan: integration of 21st century skills
● D TLA 1. Instruct the students to work on
their unit plans and include the learning
activities they have made in the previous
activity to integrate 21st century skills in their
unit plan. Let them encode these in their unit
plans. Encourage students to present their
learning activities to the facilitator for clearer
integration in their unit plan. Emphasize the
need for them to add to their specific
objectives as they add learning activities.
Submit revised unit plan
1 hour
Weeks 14-17
TTL 2 - Languages (Draft not for Circulation) - Page 14 of 19
Use technology
tools to
collaborate and
share resources
among
communities of
practice
Identify features
and uses of ICT
tools for
collaboration and
sharing of
resources among
communities of
practice
Unit 6. Technology tools for collaboration A. Features and Uses of
ICT tools for collaboration and sharing resources in Language Learning
a. Wikis b. Blogs c. Social
Bookmarking d. Others?
Online Teaching Tools and Resources. (2016). Yale Center for Language Study. Retrieved from http://cls.yale.edu/online-teaching-tools-resources
● A TLA 1. Facilitate a collaborative activity
where students will reflect on the essence of
collaboration in general. Start by grouping
the students with 6-8 members. Provide
individual cut-outs of body parts given to
each members completing all the body
parts. Let students post on an assigned
corner in the classroom one by one as their
body part is called to post. A Manila paper
can be used for posting the body parts.
When everyone is called and has posted, let
the other groups move from one corner to
another to see the outputs of the others. Let
them take note of their observations to be
shared during the whole class discussion.
Have the class look again at their outputs
and let them name their creation which will
represent the essence of what they have
done. Process the whole activity by asking
how they accomplished their output. Fish
out the key word “collaboration” from the
students and elicit ideas to be noted on the
board. Ask students to share their ideas on
the importance of collaboration in real life
situations. Present a short discussion of the
nature of collaboration as a 21st century
skill. Conclude the session by asking students
to write a short reflection on the relevance
of collaboration and their role in developing
this in their students.
Students write a reflection on a whole sheet of paper highlighting the importance of collaboration and their role in developing this in their students. Accomplish K-W-L chart Submit link of accounts created by students for wikis, blogs and social bookmarking sites (diggo/delicious.com) Submit tabular presentation of the uses and features of collaborative tools and resource sharing
TTL 2 - Languages (Draft not for Circulation) - Page 17 of 19
search for at least 3-5 peer reviewed research
articles (e.g from EBSCO) that talk about the
effectiveness of being a member of COLs. Let
them note down key findings and present
these through a presentation software. Give
them a multimedia presentation rubric (to be
made yet) to be used for peer
evaluation/teacher evaluation of their
output. Highlight the key points from the
presentations and synthesize by asking them
how COLs can help in the professional
development of Language teachers.
Design a
collaborative
activity using
appropriate
technology tools
D. Revisiting of PB learning plan: integration of collaborative activities in Language Unit plans
● D TLA 1. Have students plan for a
collaborative activity using the appropriate
collaborative tool that can be integrated in
the learning activities of their unit. Revise
their unit plan to accommodate the
collaborative activity drafted.
● D TLA 2. Let the students organize their unit
plans to complete all the needed outputs
that were required in each unit. Provide a
checklist of the elements they have to
complete.
Accomplish a collaborative learning activity Accomplish a revised plan Organize a portfolio
2 hours
Implement the
designed ICT-
based
collaborative
activity
E. Demonstration of designed learning plans
● E TLA 1. Give time for students to organize
their instructional materials for their
microteaching. Provide the microteaching
rubric a day/week before the actual
implementation of their unit plan. Let them
microteach only the part where the
technology integration is supposed to take
Accomplish a checklist for the components of the unit portfolio Microteaching rubric (peer and self
4 hours
TTL 2 - Languages (Draft not for Circulation) - Page 18 of 19
place in the unit.
● E TLA 2. Before the actual teaching, give the
rubric to the peer evaluators. These rubrics
will be handed right after the demonstration.
Process the highlights and lowlights of the
demonstration activity by letting the peer
evaluators share their comments based on
the rubric used.
● E TLA 3. Let students write their reflection on
their microteaching highlighting their key
learning and their area/s of improvement.
assessment) for teaching a Language unit Reflection paper on student implementation to chronicle their microteaching experience. Provide a scaffold question for their reflection. This can be posted via the class blog site. (Paper will be used for their reflection if there is no access to the internet.)
F. Course Reflection (optional)
● F TLA 1. Prepare the survey questions to be
posted in survey monkey that will be sent to
students to get their feedback on the course.
The results will be used for improving the
activities
Use survey monkey link (to be prepared)
Teacher will sign
up for an
account in
https://www.sur
veymonkey.com
1 hour
Suggested
Readings and
References
Anders, A. (2015). Theories and applications of massive online open courses (MOOC): The case of hybrid design. International Review of Research in Open and Distributed Learning, 16 (6). Chen, Y. (2015). Linking learning styles and learning mobile facebook. International Review of Research in Open and Distributed Learning. Graham, C.R. (2004). Blended learning systems: Definition, current trends, and future directions. In C. J. Book, & C.R. Graham, Handbook of Blended Learning Global Perspective Local Design. San Francisco, USA: John Wiley & Sons, Inc. Nti, K. (2015). Supporting access to open online courses for learners of developing countries. International Review of Research in Open and Distributed Learning, 16 (4)
TTL 2 - Languages (Draft not for Circulation) - Page 19 of 19
Picciano, A.G. (2015). Planning for online education: A systems Model: Online Learning, 19 (5). Scott, et al. (2015). UDL in online college coursework: Insights of infusion and educator preparedness. Online Learning, 19 (5). UNESCO (2006). ICTs in education for people with special needs. Moscow, Russia: UNESCO Institute of Information Technologies in Education. Watson, J., et al. (2015). Promising practices in blended online learning using online learning for credit recovery: Getting back on track to graduation. Inacol, The International Association of K-12 Learning. Top 25 Ed Tech Books https://edtechdigest.wordpress.com/lists/top-25-edtech-books/ This site lists potential references for TTL 2.
Course
Requirements
Assessment tools (rubrics, checklists, Unit Plan or Learning plans Portfolio Microteaching/Demonstration teaching
Grading System Prelims Midterms Finals
Classroom
Policies
● Turn in original outputs as required. ● Fair Use Guidelines in using Multimedia materials should be considered everytime online resources are utilized. ● Websites that are integrated in the unit plans should meet the criteria for reliability, timeliness and relevance.
