kimberly joyce m. mendeja
TRANSCRIPT
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Learning Thru Design and Technology
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At the end of the lesson, the students will be able to:
3. write well-stated instructional objectives;
4. evaluate the technique of using a multi-media presentation.
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Components Of A Well- Stated Instructional Objective
Instructional Objective
Behavior
Condition
Performance
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Audience
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Using the search engines to work on a web quest on the weathering of rocks, the second year students should be able to prepare a multimedia presentation with no fragments and no more than five errors in grammar.
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Components Of A Well-
Stated Instructional
ObjectiveInstructional
Objective
Behavior
Condition
Performance
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The behavior component contains the specific actions students is expected to show or demonstrate. These are called as illustrative verbs ( Sambrano and Rivera, 1995)
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Using the search engines to work on a web quest on the weathering of rocks, the second year students should be able to prepare a multimedia presentation with no fragments and no more than five errors in grammar.
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Components Of A Well-
Stated Instructional
ObjectiveInstructional
Objective
Behavior
Condition
Performance
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The condition component describes the circumstances at which the behavior has been developed or provoked.
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Using the search engines to work on a web quest on the weathering of rocks, the second year students should be able to prepare a multimedia presentation with no fragments and no more than five errors in grammar.
![Page 13: Kimberly joyce m. mendeja](https://reader030.vdocument.in/reader030/viewer/2022032513/55d21e86bb61eb462c8b45c2/html5/thumbnails/13.jpg)
Components Of A Well-
Stated Instructional
ObjectiveInstructional
Objective
Behavior
Condition
Performance
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Performance
The third is the level of performance , which is the end result of teaching and learning activity.
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Using the search engines to work on a web quest on the weathering of rocks, the second year students should be able to prepare a multimedia presentation with no fragments and no more than five errors in grammar.
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•ANALYZING THE CONTENT
•SELECTING THE METHODS, APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND ICT
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LISTENING 1.2 Listen to determine the conflicting information aired over the radio and television
SPEAKING 1 Deliver a short, informative talk using appropriate registers to suit the intended audience, and variation to intonation and stress for emphasis and contrast
READING 1.1 Use periodical index to locate information in periodicals.
WRITING
6.4 Write reactions to books read (book reviews) or movies seen (movie reviews)6.6 Makes a write-up of an interview
PSSLC ENGLISH II
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•ANALYZING THE CONTENT
•SELECTING THE METHODS, APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND ICT
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Project-based Learning
Inquiry-based Learning
Cooperative Learning
Inductive Method
Deductive Method
Process Approach
Conceptual Approach
Review Method
Drill Method
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•ANALYZING THE CONTENT
•SELECTING THE METHODS, APPROACHES OR STRATEGIES
•MATCHING PEDAGOGY AND ICT
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Instructional Software Tools-drill and practice, tutorial, simulation, instructional games, problem solving course ware.
Software Tools- word processing, spreadsheet , database, desktop publishing, data collecting tools, concept-mapping tools, music editors and synthesizers, modeling tools, electronic encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet, search engines, e-mail and other distance resources.
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Instructional Software Tools-drill and practice, tutorial, simulation, instructional games, problem solving course ware.
Software Tools- word processing, spreadsheet , database, desktop publishing, data collecting tools, concept-mapping tools, music editors and synthesizers, modeling tools, electronic encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet, search engines, e-mail and other distance resources.
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Instructional Software Tools-drill and practice, tutorial, simulation, instructional games, problem solving course ware.
Software Tools- word processing, spreadsheet , database, desktop publishing, data collecting tools, concept-mapping tools, music editors and synthesizers, modeling tools, electronic encyclopedia, clip art and sound clips.
Multi-media / hypermedia packages, web browser, internet, search engines, e-mail and other distance resources.
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Steps in designing ICT- Based Instruction
1. The Planning
Phase
2. APPLYING THE INTEGRATION AS PLANNED, EVALUATING AND REVISING THE LESSON PLAN
3. EVALUATING
THE RESULT OF INSTRUCTION
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Is it good to have 35 or more slides in a class? Is 2-3 slides appropriate?
As teachers, why do we need to have a good layout that determines its attractiveness in our presentation?
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TECHNIQUE IN USING A MULTI-MEDIA PRESENTATION
•Length of the slides•Good layout determines the attractiveness of the material•In animated the speed of motion and motion path must be considered•Undergo controlled try-out
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Steps in designing ICT- Based Instruction
1. The Planning
Phase
2. APPLYING THE INTEGRATION AS
PLANNED, EVALUATING AND
REVISING THE LESSON PLAN
3. EVALUATING THE RESULT OF INSTRUCTION
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EVALUATING THE RESULT OF INSTRUCTION
The focus is determining which path of the integration worked well and what needs to be improved.
Did the technology engaged the students?Were they focused on the activity and did they develop high level thinking skills?
We need to come up with an authentic assessment to evaluate the material.
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Assessing instruction as a whole must be the goal of evaluating the instructional technology.
Did the technology facilitate the achievement of the instructional objectives? Did it develop in the students the will to learn?Did the instructional material use promote the development of 21st century skills?Did the teacher find ease and comfort in setting it up and in manipulating it? Was learning impressive?
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Write one well-stated instructional objective which promote higher order thinking skills.
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CRITERIA 5pts. 3pts. 1pts.
Sentence Construction
Sentences are written grammatically correct.
Sentences are somehow written grammatically correct.
Sentences are written grammatically incorrect.
Correct Usage
Words are used properly.
Words are somehow used properly.
Words are not used properly.
Validity Objectives are valid.
Objectives are somehow valid.
Objectives are not valid.
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Analyze and identify the technique present in the multi-media presentation below using a graphic organizer and make a remarks afterwards.