Lesson 3.

Conceptualizing E&S Lesson based on the characteristics of classroom or

community-based learners

Instructional materials, including textbooks, educational media (library media, print, non-
print, and electronic resources) computer software, videotapes, films, DVDs, and instructional
television programs represent fundamental resources for schools to enhance instruction, further
the pursuit of knowledge, and provide experiences of educational significance for class groups or
for individual students.

Education and teaching puts more emphasis on the development and utilization of
instructional materials that cost-efficient and less harmful to the environment. In this lesson, you
will be reintroduced to the different kinds of the instructional materials, instructional model
design and principles of using it. Since this is a progression of similar professional education
course on principles of teaching, this lesson specifically focused to a model which is more
applicable to a community-based education and learning. At the same time, revisiting some
practical principles on utilizing instructional materials.

Identify model for development and principles on the utilization of instructional

materials; and
Create instructional materials that will aid in the teaching of education for
sustainability.

E – ENHANCE
What are the usual instructional materials used in the classroom during instruction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How effective are these IMs in ensuring learning among students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Have you experienced teaching in a community?

______________________________________________________________________________

What are the materials you used?

______________________________________________________________________________
______________________________________________________________________________

Is there a difference on the use of instructional materials among the two?

______________________________________________________________________________
______________________________________________________________________________
G - GUIDE

The environment is an actual representation of reality which learners interact with every
day. Hence, the best instructional material for an community-based learning are the resources
related to the discussion that can be found in their community and even the community itself.
With this, the educator does not to develop instructional materials that might led to generation of
waste.

On the other hand, in instances where instructional materials are not present in the
community where lessons are conducted, the teacher may resort to the utilization of the
following instructional materials.

Realia. It is the art of making use of real-life representations of objects found in the
environments which can be used to enhance the learner’s knowledge about the topic or concept.
This provides an opportunity for the students to visualize through the miniature model of the
environment.

Sound and visual resources. Video technology has made available several video systems that
allow audio-visual experiences to be stored, retrieved, and produced as necessary.

Video games. Educational materials of this format can be considered an effective instructional
tool in acquiring skills and solving problems.

Pictures and pictorial representations. These two dimensional materials facilitate learning and
provide accurate information and impression of objects being displayed.

Symbolic and graphic representation. These are variety of visual materials such as graphs,
charts, posters, comic strips, maps, and globes which serves as effective aids in instructional
delivery.

Projectors, and smart televisions. These instructional materials aids in projecting larger visuals
images and texts.

Media sources. Medium for acquisition of knowledge and information through various forms
such as: electronic media, teleconference, teletext, print and broadcast media, and powerpoint
presentations.
Design Model of Instructional Development for Community-Based Instructional Materials

Situated Instruction Model

Situated learning contends that “knowledge is an active relationship between an agent

and the environment, and learning must take place during the time the student is actively
engaged with a complex, realistic instructional context (Young, 1993).

Situated Instruction approach focuses on creating authentic tasks or problems for the
students to solve and then developing the necessary scaffolding and instruction to let the student
engage the problem as early as possible. Rather than teaching the skills, the skills are developed
through working on the problem, e.g. though authentic activity (Duffy and Cunningham, 1996).

The figure below shows a diagram that represents “evaluation” as a substrate that
supports each of the stages.

Define Sequence
Package
Define and Develop
Assess Situation
Authentic Activities Develop Scaffolding

Stakeholders SMEs Users Stakeholder

Figure 1. Model for Developing Situated Instruction

The first stage tracks fairly closely to a traditional needs assessment component similar to
other systematic models. The second stage draws on situated learning principles specifically in
Problem-Based Learning (PBL) (Duffy and Cunningham, 1996). The third stage is a busy one,
combining sequencing, designing scaffolding, and developing instruction.
The table below shows the stages of developing an instructional material using Situated
Instruction Model.

Stage Activities Deliverables Evaluated by

Assess Situation  Identify stakeholders Situational Stakeholders

Assessment Report
 Describe desired
performance

 Assess current performance

Define and  State high level goals Define outcomes

develop authentic and specifications
activities  Define job functions of for student
trainees exercises and tests

 Identify how
product/subject supports
job functions

 Specify conditions and

criteria for job tasks

Define sequence  Determine instructional or Exercises including Users

motivational sequence scaffolding) and
Develop student materials
Scaffolding and  Analyze support
Instruction knowledge needed to
perform tasks

 Develop scaffolding where

possible

 Develop preparatory
instruction if needed

 Determine the appropriate Final product:

sequence for activities software,
 documentation,
Package  Produce instructor and or instructor and/or
administrator guides administrator
materials
 Assemble or compile into
final format

Principles on the Use of Instructional Materials

To maximize the teaching-learning experience, teachers should observe the following general
principles in the use of instructional materials according to Corpuz and Salandanan (2013):

1. All instructional materials are aids to instruction. They do not replace the teacher.

2. Choose the instructional materials that best suits your instructional objectives.

3. If possible, use a variety of tools.

4. Check out your instructional materials before class starts to be sure it is working
properly.

5. For results, abide by the general utilization guide on the use of media given below:

a. Learn
The following how to use the
are instructional instructional
materials which material. Beforeby
may be utilized using using it,inmake
educators sure you
the delivery of
know how to operate
teaching-learning activities: it to obtain the desired output. Listen to the record or view
the film ahead. Check the correct size and complete parts of real objects,
photographs or models to be presented.
 Realia
 Sound and visual resources
 b. Prepare
Video gamesintroductory remarks, questions, or initial comments you may need.
 Pictures and pictorial representations
 c. Provide
Symbolic andagraphic
conducive environment.
representations
 Projectors and smart televisions
 d. Explain
Media the objectives of the lesson.
sources
Situated Instruction Model is an instructional development model which is relevant to
community-based teaching and learning by developing community-responsive instructional
materials.
There are different principles to consider to make the utilization of instructional materials
 e. Stress what is to be watched or listened to carefully.

f. State what they will expect to do with the information they will learn.

g. There is a need to summarize or review the experience.

T - TEST

Instructional
Materials
 With your group, identify a lesson that is relevant to an issue of the community where
you belong. Identify and develop a sustainable instructional material that is responsive to the
effective delivery of that lesson. Evaluate your instructional material why it is effective and
sustainable.
Lesson/Issue Instructional Material Materials needed Reason
for the IMs

POINTS FOR REFLECTION

E – ENHANCE
Reflect:
While it is important to have an effective instructional material that would aid in the delivery of
the lesson, why is it important to consider if such instructional material is sustainable or not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

References:

California Department of Education (2019). Independent Study. Retrieved from

https://www.cde.ca.gov/sp/eo/is/.
Career Connections Center. Academic Internship Program. Clark University. Retrieved from
clark.edu
Center for Teaching and Learning (2019). Service learning. University of Washingotn. Retrieved
from https://www.washington.edu/teaching/topics/engaging-students-in-learning/service-
learning/.
Chandler-Gilbert Community College. Service-Learning Project Steps. Retrieved from
https://www.cgc.edu/Students/studentlife/slearning/faculty/Pages/S-LProjectSteps.aspx
CMO No. 37 (2010). Guidelines in the Conduct of Practicum Training and Community
Immersion Requirement for BS Criminology Students. Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.37-s2010.pdf.
Deysher, B. (2015). A “Risk-Based Thinking Model” for ISO 9001:2015. Retrieved from
http://asq.org/audit/2015/01/a-risk-based-thinking-model-for-iso-9001-2015.pdf
Elshahat, M. (2015). Six Basic Question to Formulate your Risk-Based Thinking Model for ISO
9001:2015. Retrieved from https://medium.com/@Melshahat/6-basic-questions-to-
formulate-your-risk-based-thinking-model-for-iso-9001-2015-804b3366497e
Esperance Anglican Community School (2017). Top 5 benefits of community service activities.
Retrieved from https://www.eacs.wa.edu.au/2017/09/top-5-benefits-of-community-service-
activities/.
How to write a capstone research paper: step by step. Retrieved from
www.answershark.com
Lozier, T. (2016). What is Risk-Based Thinking. Retrieved from
https://www.qualitydigest.com/inside/risk-management-column/what-risk-based-thinking-
030216.html.
Project for Public Spaces (2010). Public Art: An Introduction. Retrieved from
www.pps.org/article/pubart-intro
Washington College. Retrieved from www. Washcoll.edu

UNIT 4 – Lesson Planning and Implementation of Teaching for Community – Based

Learners

Unit
Introductio
n

Designing a service-learning course may include adjusting an existing course to incorporate

service-learning or creating an entirely new class. While some disciplines may have more
service-learning course options, the practice spans across all disciplines and can be found in each
of the academic colleges at MSU. Service-learning course design begins with aligning learning
goals and objectives with community engagement activities. Minus this purposeful alignment, it
is not service-learning but merely the addition of volunteering into a course. According to Jacoby
(2015, p. 100), service-learning is particularly effective in courses that are trying to achieve the
following outcomes: • Application of knowledge and concepts in practice in new situations •
Analyzing, questioning, and reconsidering prior knowledge or beliefs • Examining causality •
Understanding the effects of power and privilege on individuals and society • Synthesis and
analysis of information to solve complex problems that have multiple solutions • Exercise of
well-reasoned judgment • Working collaboratively with others • Communicating with others

What strategies and instructional materials will you use to teach E & S to classroom
and community – based learners?
Lesson 1: Lesson Plan Writing

Lesson planning is a significant element of teaching-learning system. A lesson plan is a

step-by-step guide that provides a structure for an essential learning. Pre-planning helps the
teacher to be better equipped in answering questions asked by the students during the lecture. An
effective lesson plan has three basic components: aims and objectives of the course, teaching and
learning activities, and assessments to check student understanding of the topic. The driving
force behind lesson planning is the motivation for the teachers and hunger to learn more by
students is what keeps a teacher going.

What are the things that should be considered in writing a lesson plan?
E – ENGAGE

What are the components of a great lesson plan?

_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

G – GUIDE
Pre-service teachers should follow the following steps in making a lesson plan.
1. Identify the objectives
2. Determine the needs of your students.
3. Plan your resources and materials
4. Engage your students
5. Instruct and present information
6. Allow time for student practice
7. Ending the lesson
8. Evaluate the lesson
Lesson Plan prepares you for a class by providing a clear outline for the day. There are four
advantages of making a lesson plan. Here are some of the main benefits of lesson plans.
1. Inspire personal confidence
2. Evaluate your lessons
3. Organization
4. A guide for substitute teachers
 Every lesson that you build is a new segment that you can create tot each your students
something new. As you build a lesson, it’s important to keep all your students in mind and ask
the following questions before you begin:
1. Who are your students?
2. What do your students already know?
3. What’s the best way to get them learn?
You can break down the teaching techniques that you can use in your lesson plan into:
1. Type of students ( Auditory, visual and kinesthetic students)
2. The resources, materials, and teaching environment that are available ( classroom, field
trip or selected readings in a library)
These are the things a pre-service teacher should consider in writing a lesson plan.
1. Warm –Up Activity

It can get your students thinking about materials that will be used later on in the class,
This activity should only take up perhaps five minutes of your lesson.

2. Introduction

This is the part of the lesson where the teacher does the most talking. About ten
minutes should be sufficient for the introduction.

3. Practice
This activity would normally be about ten minutes and have students working
individually or in pairs. Practicing model dialogues, completing worksheets, and
doing short activities would be appropriate. This may take about ten minutes
including going over the answers or having some demonstrations.
4. Production
Students should have to produce materials on their own. Perhaps they have to answer
questions or make their own sentences. Longer activities where students work in
teams would be best. The remaining class time can be devoted to this activity.
What are the instructional Objectives?

 Instructional objectives are specific, measurable, short-term, observable student

behaviors.
 An objective is a description of a performance you want learners to be able to exhibit
before you consider them competent.
 An objective describes an intended result of instruction, rather than the process of
instruction itself.
 Why is there a need for instructional objectives?

 To provide direction to instruction.

 To provide guidelines for assessment.
 To convey instructional intent to others.

What are the types of objectives?

 Cognitive: understandings, awareness, insights (e.g., "List and explain..."). This includes
information recall, conceptual understanding, and problem-solving.
 Psychomotor: special skills (e.g., "dissect a frog so that the following organs are clearly
displayed..."; "take a replicable blood pressure reading by appropriately using a
sphygmomanometer").
 Affective: attitudes, appreciations, relationships.

Writing Objectives for Lesson Plans Using Bloom’s Taxonomy and Associated Action or
Performance Verbs

Learning level Associated action verbs

Knowledge define, describe, state, list, name, write, recall,

recognize, label, underline, select, reproduce, outline,
match

Comprehension identify, justify, select, indicate, illustrate, represent,

name, formulate, explain, judge, contrast, classify

Application predict, select, assess, explain, choose, find, show,

demonstrate, construct, compute, use, perform

Analysis analyze, identify, conclude, differentiate, select,

separate, compare, contrast, justify, resolve, break
down, criticize

Synthesis combine, restate, summarize, precise, argue, discuss,

organize, derive, select, relate, generalize, conclude

Evaluation judge, evaluate, determine, recognize, support, defend,

attack, criticize, identify, avoid, select, choose

The detailed lesson plan has five parts:

 1. Review
2. Objectives
3. Subject Matter (topic, references, materials)
4. Procedure (motivation, activity, routines, lesson proper)
5. Evaluation

The 4-A Model

It focuses on four main concepts. Each is necessary for student success, and by identifying
how they will be used in instructional practices. The four components are:

1. Activate prior knowledge

It means tapping into a student’s previous experience with the topic. Many instructional
methods can be used to activate prior knowledge, including:
 Brainstorming
 Games
 Journaling
 Conversations
 Concept Mapping

2. Acquire new knowledge

Teachers promote higher order thinking and prompt students to use inquiry skills in order
to master content. This is accomplished in countless ways, such as having guest speakers,
using interactive learning logs, role playing, and teaching mini-lessons. It gives emphasis
on pushing towards high-level skills.

3. Application
Teachers plan for ways students can take in the new information, consolidate, and apply
it in new and useful ways. Students apply their knowledge by sharing their ideas, creating
a product, participating in activities, doing a case study, and so on.

4. Assessment
Teachers evaluate the activities of the students.

Lesson planning is an important element in the teaching and learning process. Aims and
objectives of the course, teaching and learning activities, and assessments to check student
understanding of the topic are the three basic components of an effective lesson plan.
Pre service teachers should follow the steps in making a lesson plan to be able to deliver
the lessons to the students.
T – TEST
1. What are the importance of instructional objectives?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What thought-provoking questions will foster inquiry, meaning-making and transfer?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What other evidences will you collect to determine whether goals are achieved?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. How will you determine that the learning plan reflects the principles of learning and best
practices?
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What are the things that should be considered in writing a lesson plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

POINTS FOR REFLECTION

Make a lesson based from the given subject. Follow the format below.
1. Write three objectives based from the cognitive, affective and psychomotor levels
2. Write the subject matter
3. Instructional materials to be used
4. For teaching the lesson or instructional methods: Motivation, Presentation, Discussion,
Generalization, Enrichment Activity, Evaluation
5. Give an assignment based from the topic
Lesson 2: Demonstration Teaching

Demonstration teaching is defined as a teaching method used to communicate an idea

with the aid of visuals such as flip charts, posters, power point, etc. It is done in a step-by-step
process. You plan your detailed demonstration for an effective presentation. There are
suggestions on how to successfully deliver a demonstration.

What is demonstration teaching?

What are the criteria for giving a successful demonstration?

E – ENHANCE

What are you going to prepare before demonstration teaching?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

G – GUIDE
A demonstration lesson is a planned lesson taught to a group of students to assess your
teaching abilities and skills. The process can vary depending on the school.
 You may be advised to teach a specific topic for a particular skill; or, you may teach a
lesson entirely of your own choosing.
 You might be asked to teach a 15-minute lesson by the interview committee; or, you
might be asked to teach a 45 – 60 minute lesson to a class of students.
 The interview committee will provide time after the lesson to reflect with you on how it
went as well.

There are four important criteria for giving a successful demonstration.

1. Organize and deliver a purposeful lesson.

Effective teachers must be well-prepared, well-organized, and purposeful in their
instruction.
2. Make sure you are clear about the objective of the lesson. The pre-service teacher should
have clear expectations.
3. Choose a lesson subject that you know inside and out.
4. Use interactive teaching strategies such as cooperative learning to engage all learners
simultaneously.
 A demonstration lesson is a planned lesson taught to a group of students to assess your
teaching abilities and skills. The process can vary depending on the school.
There are criteria to be considered for making a successful demonstration.

T – TEST

Presentation of the lesson plan.

POINTS FOR REFLECTION

E - ENHANCE

Watch the following websites.

https://www.classcraft.com/blog/features/how-to-build-a-great-lesson-plan-with-a-
template/
https://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html
http://www.okbu.edu/academics/natsci/ed/398/objectives.htm
https://study.com/academy/lesson/4as-lesson-plan-sample.html
http://www.uams.edu/oed/teaching/objectives.htm
Lesson 3: Evaluating Community – Based Learning

Evaluation of teaching can have many purposes. One of the identified purpose is
collecting feedback for teaching improvement. There are multiple methods for collecting
information about instructors’ activities, accomplishments, and effectiveness in teaching, in the
classroom and beyond.

How are the students evaluated in the community – based learning?

E – ENGAGE

What are the instruments being used in evaluating the teaching and learning process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
G – GUIDE
These are the identified assessment strategies that provide the ongoing feedback students
need to improve their learning and performance. Assessment strategies and tasks might include
the following:

• anecdotal records
• checklists
• conferences
• interviews
• observations
• performance assessments
• portfolios
• questionnaires
• rating scales
• reflective writing
• rubric
• self-assessment
• seminars
• simulations
• student journals or logbooks
• surveys
• teacher journals or logbooks
• work samples
• written assignments
• visual displays and presentations of
student placements

Practices

Assessment practices should actively engage students in the assessment and evaluation
of their learning. Students need opportunities to reflect on their experiences, their progress
toward learning outcomes, and their goals for future learning. Such opportunities could be
provided as part of the assessment process during and after the community-based experience.
Students can
• keep a daily log
• engage in reflective discussion on their community-based experiences
• relate community-based experiences to course work
• relate community-based experiences to life and career planning
• evaluate their community-based experience
• reflect on ways in which they can apply their experience to further in-school and
community-based learning
• update their Life Work Portfolios

Assessment practices should reflect the complexity of the learning outcomes and
the learning contexts of related tasks. Fair and equitable assessment practices accommodate
students’ diverse learning styles, needs, and experiences and take into consideration the social
and cultural contexts of student learning.

In reflecting on the effectiveness of their assessment program, teachers should consider the
extent to which their practices
• are fair in terms of the student’s background or circumstances
• focus on what students can do rather than on what they cannot yet do
• provide students with relevant, supportive feedback that helps them to shape
their learning
• describe student’s progress toward learning outcomes
• help them make decisions about revising, supporting, or extending learning
experiences
• provide evidence of achievement in which students can take pride
• acknowledge attitudes and values as significant learning outcomes
• encourage students to reflect on their learning

Evaluation

Evaluation procedures for community-based learning experiences will vary according

to the kind of community placement and should be clearly communicated to students,
the community host, and families. Criteria for evaluating student performance should
be directly related and proportionate to to the program’s learning outcomes.

LifeWork Portfolio

The LifeWork Portfolio is a purposeful selection of items that students gather

throughout their years in secondary school. The LifeWork Portfolio serves as a
guiding link connecting a student’s experiences to the world of lifelong learning and
work. It will provide students with opportunities to

• use items for a variety of purposes, such as applying for a community work
placement, seeking admission to an educational institution, or seeking employment

• involve families and mentors, guidance counsellors, classroom teachers, and

administrators, as well as others who provide support to students

• use their portfolios as a focus for conferences with peers, families, teachers, and
others to showcase their achievements and reflect on their educational and career
plans

• select, format, and present aspects of their abilities and growth

The Portfolio Process

Student activities centred on the LifeWork Portfolio should allow time for all of the
processes involved in portfolio development, namely
• planning
• archiving
• reflecting
• connecting
• presenting

Evaluation of the teaching and learning process is very important to assess if the teacher
was able to achieve the objectives.
There are a lot of evaluation strategies that can be applied to gauge the effectivity of the
teaching and learning process.
T – TEST

Why is evaluation very important in the teaching and learning process?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

POINTS FOR REFLECTION

E – ENHANCE

Checking of the required portfolio