Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

COURSE SYLLABUS TEMPLATE

Course Name Technology for Teaching and Learning 2 – Secondary Language Education (English and Filipino )Course Credits 3 unitsCourse 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 Secondary Language (English and Filipino) Education Programs. The major requirement for this course is an ICT-integrated and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and course requirements will revolve around the student-teacher developed Learning Plan.

Contact Hours/week 3 hours/weekPrerequisite TTL 1, Assessment of Learning Courses, and Principles of Teaching CoursesCourse Outcomes In the context of the specific field of specialization, the students will be able to:

1. use ICT to develop 21st century skills: effective communication skills - viewing, listening, speaking, reading and writing skills 2. develop project/problem-based/inquiry-based collaborative plans and activities using technology tools, 3. use open-ended tools to support the development of the project-based collaborative activities in subject specific application, 4. produce learning resources using technology tools in various subject areas, 5. evaluate the relevance and appropriateness of ICT tools and resources based on the learning context, and6. use technology tools to collaborate and share resources among communities of practice.

COURSE OUTLINE AND TIMEFRAMECourse Content/Subject Matter

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

SAMPLE LEARNING PLANDesired Learning Outcomes (DLO)

Course Content/Subject Matter

Textbooks/References

Teaching and Learning Activities (TLAs) Assessment Task (ATs)

Resource Materials

Time Table

(54 hrs)

Weeks 1-3Course Outcome 1: Use ICT to develop 21st Century Skills: Communication Skills - viewing, listening, speaking, reading and writing skills.Unit Topic: Using ICT in Developing 21st Century Skills/ICT in the 21st Century SkillsAnalyze language learning plans in the context of the 21st century communication skills

A. K to 12 English and Filipino Curriculum Framework

B. 21st Century Communication skills

C. Learning Activities to develop viewing, listening, speaking, reading and writing skills.

DepEd Curriculum Guides for English and Filipino (2015). Retrieved from http://www.deped.gov.ph/k-to-12/curriculum-guides/Grade-1-10

21st Century Communication Skills, Education and Competitiveness. (2008). Partnership for 21st Century Skills. Retrieved

A TLA1. Guide the students to go over the K to 12 Curriculum Framework for English/Filipino (secondary level) to familiarize them with the intended learning competencies of every year level.

B TLA1 Guide the students to review some units in the curriculum guide with focus on the development of 21st century communication skills: viewing, listening, speaking, reading and writing skills

B TLA 2 Lead them to the specific units that can be best taught with the use of existing ICTs and let them rationalize why.

C TLA 1. Based on the identified units, let students plan for at least 1 or 2 major learning activity/ies that will facilitate the development of 21st century communication skills in their

Repertory grids that present units from the curriculum guide vis-à-vis its identified 21st century communication skills and ICT tools that will enhanced its acquisition

Short Briefing Paper describing learning activities that integrate 21st century communication skills development.

K to 12 Curriculum Guides for English and Filipino

Sample Leaning or Unit Plans

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Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

D. Promoting Digital Citizenship

from http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf

Digital Citizenship (2016). Retrieved from http://www.iste.org/standards/standards/for-students-2016

UNESCO (2016). Fostering Digital Citizenship. Retrieved from http://www.unescobkk.org/education/ict/resources/publications/elibrary-themes/teaching-and-learning/fostering-digital-citizenship-through-safe-and-responsible-use-of-ict/

lessons. Let them share and justify to the whole class at least one activity they have constructed.

D 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 communication skills that were presented in the previous activities in this 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.

D 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.

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

Enhance the language learning plan to develop 21st Century communication skills through ICT integration

E. Revisiting of Language learning plans: integration of 21st century communication skills and ICTs

UNESCO Learning Plans. Retrieved from http://ictinedmbm-myanmar.wikispaces.com/Course+3+Materials

Intel Unit Plan Index. Retrieved from https://engage.intel.com/docs/DOC-52038#nine_twelve

E TLA 1 Guide the students to explore on existing samples of unit plans in English and Filipino.

E TLA 2 Instruct the students to review existing language learning plans and identify some learning activities they may suggest that may enhance 21st century communication skills integration. Let them write them write these and discuss in class. E TLA 3 Facilitate a discussion by asking the students to choose which specific unit from the curriculum guide they can work on for their unit planning which should be ICT-integrated. Let them explain how ICTs will enhance the development of the 21st communication skills or competencies required in the curriculum guide.

Annotations on how some ICT tools may enhance sample unit plans in language

2 hours

Weeks 4-6Course Outcome 2: Develop project- and problem-based, collaborative activities using technology toolsUnit Topic: Developing Problem-based and Project-based Instructional PlansExplain how project-based and problem-based learning can facilitate language acquisition or development of communication

A. Nature of Project-based and problem-based approaches in language acquisition

a. Problem-based learning in language

The 2013 Free Education Technology Resources. (2012) Retrieved from http://humber.ca/centreforteachingandlearning/assets/files/Teaching%20Resources/

A TLA 1. Review samples of project based learning plans in language learning (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 the students to the identification of technology tools used in the sample learning

Developed checklist of the elements of problem- and project-based approach as evidence of their understanding of the reviewed learning plans.

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skills. acquisition

b. Teaching English/Filipino with Projects/Project-based approach

2013_EmergingEdTech_Free-Education-Technology-Resources-eBook.pdf Motteram, G, (ed.). 2013. Innovations in learning technologies for English language teaching. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

plans and have them describe how these tools were used in the learning 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 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 for the next topic. There should be no repetition of units.

Explain parts of a project-based and problem-based learning plan for language

B. Basic Parts of a Learning Plan for English/ Filipino (DepEd sample LP may be used)

DepEd Order no. 70, s. 2012Guidelines on the Preparation of Daily Lessonshttp://www.deped.gov.p

B TLA 1. A day before, let students go over the repertoire of sample learning plans reviewed during the first 3 weeks or those with DepEd. 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

Developed Learning Plan Template (may benchmark from DepEd, UNESCO, Intel and other Learning Plan Templates)

UNESCO Learning Plan Template

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h/sites/default/files/order/2012/DO_s2012_70.pdf

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 problem or project activities are indicated.

B TLA 2. Present to the class some samples of Learning Plan Assessment tools (UNESCO) that will guide them to review provided sample

B TLA 3. 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.

Develop a project-based or problem-based language learning plan that is ICT-integrated

C. Writing a problem-based/project-based learning plan

a. Developing learning outcomes from the Identified language competencies in the chosen unit that best require ICT integration

b. Review of the revised Bloom’s taxonomy of

K to 12 Curriculum Guideshttp://deped.gov.ph/k-to-12/curriculum-guides

A Revision of Bloom’s Taxonomy by David Krathwohlhttp://www.unco.edu/cetl/sir/stating_outcome/

C TLA 1. Using K to 12 curriculum unit they have chosen previously, let them copy the language competencies and develop learning outcomes out of it. Have these written on the template they have created.

C TLA 2. Facilitate a class brainstorming on possible performances or product outputs that will serve as an evidence of understanding or acquisition of the competencies and the learning outcomes. Out of the identified performances or outputs, they will be tasked to identify which is the best that will serve as the students’ project. Emphasize the need for alignment of the project (performance or product outputs) with the

Developed learning outcomes based on the language learning competencies identified in the K to 12 Curriculum Guide for English/Filipino

Alignment matrix of the language competencies, learning outcomes, learning activities, and assessment

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Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

objectivesc. Alignment of

competencies, outcomes and assessment with teaching and learning activities for English

documents/Krathwohl.pdf

acquisition of the desired competencies and outcomes 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.

(project idea)

Developed project-based/ problem-based learning plan

D. Evaluation of the Developed Learning Plan using the Assessment tool presented earlier

D TLA 1. Let the students assess their own learning plan (self-assessment) and assess the learning plans of their classmates (peer assessment)

Accomplished Self-assessment tools (self and peer)

Weeks 7-9Course Outcome 3: Use open-ended tools in subject specific applicationUnit Topic: Productivity Software Applications/Tools for teaching and learning

Identify uses of open-ended tools (productivity tools) in the teaching-learning of language

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

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 language unit. Give them time to browse

Implementation plan that will describe how the open-ended tools will be maximized in the implementation of the chosen language unit.

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teaching language skills

c. Using spreadsheets in language learning

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 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 language 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 they can help their future students in accomplishing student

Designed student samples for the unit identified Example: ● Digital storytelling

using claymation/ stop motion animation (presentation software)

● Developed student project sample using Digital Authoring Tools

● Created presentation of the project

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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 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 that will enhance language learning 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.

Created teacher scaffolds or IMs for the unit plan using open-ended tools. Examples are:● Handouts (Word

Processing) ● Project Guide

(Word processing)● Storyboards for

the unit presentation or project presentation (Word Processing

● Project implementation plan or timeline

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Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

(Word Processing and Spreadsheets)

● Project presentation and or dissemination (Presentation and Publication application programs)

D. Revisiting of Project-based o Problem-based 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

E. Learning Plan Assessment

Using a Learning Plan assessment tool (e.g., UNESCO Learning Plan Assessment tool), let the students assess the learning plans of the other groups (peer assessment)

Week 10-12Course Outcome 4: Produce learning resources using technology tools in various subject areasUnit Topic: Producing Learning resources using technology tools

Identify various instructional materials (IMs) and technology

A. Human and non-human learning resources/instructional materials/

GDC Team.(2016). 50 Education Technology Tools Every Teacher

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

Accomplish a table with two columns writing human resources on the first column and non-

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tools in language learning

B. Technology tools for teaching English/Filipino

Should Know About. Global digital Citizenship Foundation. Retrieved fromhttps://globaldigitalcitizen.org/50-education-technology-tools-every-teacher-should-know-about

Palmer, T. (2015). 15 Characteristics of a 21st Century Teacher. .http://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

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 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.

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.

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

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.

Explain the characteristics of good/appropriate IMs and technology tools in learning language

C. Characteristics of Good/Appropriate IMs and Technology tools

C TLA 1. Facilitate a discussion on the characteristics of good instructional tools by using a multimedia presentation. Show 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.

Prepare a checklist/rubric for choosing the appropriate IMs and technology tools for teaching

2 hours

D. Principles of Universal Design for Learning (UDL) Guidelines

About UDL http://www.cast.org/our-work/about-udl.html#.V4nuQz

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

Online Treasure Hunt (OTH) output on ICT tools that demonstrate UDL principles

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UppbH

Free Learning toolshttp://www.cast.org/our-work/learning-tools.html

them research on some ICT tools in language learning that demonstrates the principles of UDL. Let them present their research in class and evaluate how they may consider the UDL principles in preparing for their IMs in their chosen unit as planned.

D TLA 2. Ask them to design an IM for their specific unit that will incorporate the principles of UDL. This IM should target the acquisition of the competencies of the chosen unit.

Create appropriate IMs using technology tools in learning 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.teachtomorrow.org/education-technology-tools/

3 hours

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Course Outcome 5: Evaluate the relevance and appropriateness of ICT resources in Language Learning Unit Topic: Using ICT resources for Language Learning

Characterize ICT resources A. Characteristics of

ICT tools for Language Learning

______(2016).Using Digital Resources. Deakin University. Retrieved fromhttp://www.deakin.edu.au/students/study-support/referencing/digital-sources

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 examples as digital or non digital resources. As an output, let them give the characteristics of the two types of resources.

Listing of characteristics of digital and non-digital resources

2 hours

Determine the relevance and appropriateness of ICT 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 ICT 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

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

Create rubric/rating scale for evaluating digital and non- digital resources

Accomplish a Learning log about their experience in creating and validating their own

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use of digital and non-digital resources and assessment tools in the language Learning Plan procedure

by working with English practice teachers who prepared resources for their demonstration. Let them pass the tool after 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.

tool

Revise unit plan incorporating the principles of using digital and non-digital resources

Weeks 16-17Course Outcome 6: Use technology tools to collaborate and share resources among communities of practiceUnit Topic: Technology tools for collaboration

Identify features and uses of ICT tools for collaboration and sharing of resources among communities of practice

A. Features and Uses of ICT tools for collaboration and sharing resources in Language Learning

a. Wikis for creative writing

b. Blogs for journal writing

c. Social Bookmarking for collaborative research in English or Filipino

d. Others?

Online Teaching Tools and Resources. (2016). Yale Center for Language Study. Retrieved fromhttp://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

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

Sample sites to be reviewed for the groupings:1. Wikis. (2016). Center for Teaching. Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/wikis/ -- explore wiskispaces,

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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.

A TLA 2. Ask students to accomplish a K-W-L chart for the topic on ICT Tools for collaboration and sharing resources. Provide a template or students will just be instructed to prepare the chart. Let the students share their ideas to the whole class. Encourage students to share the collaborative tools that they already know and tell how they are utilizing these tools for learning. Let them share what features they like in the tools that they are using.

A TLA 3. Group students into triads and instruct students to browse the assigned sites (found in Resource materials) or tools (wikis, blogs, social bookmarking sites-diggo and delicious) and note

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

google sites and PBwiki (and other sites that may be used for collaboration); 2)

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

the key features and uses of the tools. Encode these on a table. Let them explore the sites and create their own accounts in the process. Give ample time for them to accomplish signing up.

A TLA 4. Let the different groups share their explored sites focusing on the features and uses of these to them as future language teachers. Give inputs highlighting the role of the ICT tools in teaching in a language classroom. Give handouts as needed to serve as scaffold for students.

Engage in a Community of Learning (COL) for language teachers and learners

B. Communities of practice/community of Learning for Language teachers (local and international)

C. Effectiveness of COLs in professional development of teachers (According to research articles)

B TLA 1. Ask students to group themselves and make a word cloud for COMMUNITY. They can create this online (e.g http://www.edudemic.com/word-cloud-generators/) or they can just create using recybled bond paper or manila paper if there is no net access. Let them present their work to another two groups. Process the activity by asking the common words generated for the word given. Facilitate a synthesis of generating their working definition of online community. Let students work in pairs and browse the net and find online communities for Language teachers. Using a checklist (to be created) for evaluating an online community, allow ample time for them to find out relevant communities. Let them share at least two that they have reviewed and justify why

Accomplish a checklist for evaluating online communities

Use multimedia presentation rubric for their output.

Online Community for Teachers of English Language Learners (A Report)http://ell.stanford.edu/sites/default/files/pdf/academic-papers/13-Lucas%20Willinsky%20Online%20Community%20FINAL_0.pdf (Permission to be

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they recommend such sites.

B TLA 2. Show a presentation of the function and features of communities of learning (COLs). Ask how students may benefit from these COLs even if they are only students. Encourage them to look for free COLs that they can sign up to considering the characteristics of good sites for their specialization. For local organizations, inform them of the PAFTE organization, its vision and mission.

C TLA 1. Group students and have them 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.

sought as needed for distribution.)

American Council on the Teaching of Foreign Language(Sample Online community for English teachers)http://community.actfl.org/home

Design a collaborative activity using appropriate technology tools

D. Revisiting of PB learning plan: integration of collaborative activities in Language Unit

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.

Accomplish a collaborative learning activity

Accomplish a revised plan

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plansD 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.

Organize a portfolio

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 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.

Accomplish a checklist for the components of the unit portfolio

Microteaching rubric (peer and self-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.)

4 hours

F. Course Reflection (optional)

F TLA 1. Prepare the survey questions to be Use survey monkey link (to be prepared)

Teacher will sign 1 hour

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

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

up for an account in https://www.surveymonkey.com

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)

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.

UNESCO (2016). Supporting competency-based teacher training reforms to facilitate ICT-pedagogy integration. Retrieved from https://ictcompetenciesforteachers.wikispaces.com/About+the+Project.

UNESCO (n.d.) Directory of ICT resources for Teaching and Learning of Science, Mathematics and Language. Retrieved from http://www.unescobkk.org/education/ict/online-resources/e-library/elibrary-themes/teaching-and-learning/directory-of-ict-resources-for-teaching-and-learning-science-mathematics-and-language/

UNESCO (2016). ICT in education: Mobile broadband in Myanmar. Retrieved Top 25 Ed Tech Books.

Orientation for TTL 2 Sample Syllabi Writers June 30, 2016

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 plansLearning PlanPortfolioMicroteaching/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.

Comments from the panel Evaluate activities immediately after - Formative assessments must happen. Explore other learning resources or tools – MT4T Let the students develop tools for learning within the course (an embedded part of the learning plan) Let them enrich tools that they already have On semantics - teaching for learning Talk about about 21st century skills – focus more on the specific skills Minimum reference is 5 titles Syllabi must be good beyond 2022 Features analysis matrix 21 CLD rubric