OPENDESK TOOLKIT: Effective Teaching and ICT

OpenDESK Toolkit Guide for Teachers
EFFECTIVE TEACHING AND ICT
OpenDESK stands for open digital education software and knowledge.
openDESK makes all teachers realize the outcomes of the designed learning through the
aligned use of digital devices, computer software, and Internet services.
It brings the aggregated framework. practices, competency, templates and technology to

bring 21st century digital literacy, while actualizing the knowledge and skills objectives of all
learners in mathematics, science, language, social studies, writing and arts.
The digital guide is an open document which is free to use and free to share.
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INTRODUCTION
OpenDESK Toolkit Guide empowers all basic education teachers to lead and to teach
the appropriate use of 21st century digital tools in the classroom. It initiates the school-based
training of all teachers to discover, to plan, to execute, and to sustain the delivery of teaching
and learning through the use of information and communicaitons technology (ICT).
It introduces the basic competencies on information and comnications technology (ICT)

as applied to teaching and learning in the classroom. It is done by presenting the contextual
application of open standard software and Internet services to effectively teach the basic
education learning competencies in writing, reading, communication, visual arts, mathematics,
sciences, languages, culture, and technology. It brings education-aligned digital tools that
initiate technology literacy, information literacy, visual literacy ,and digital safety literacy to both
teacher and learner.
The teachers are led to acquire the practical knowledge and skills in order to create and
to facilitate the ICT based learning events inside the classroom. They are coached to
understand and implement the models, requirements, processes and tools in setting up the
learning condition supported by information and communications technology. The teachers
are encouraged not to re-invent the wheel. It is done by learning from best practices. It is
discovering the aligned use of available open standard software and Internet resources to
teach basic education learning competency.
The guide introduces the usage principles, desktop programs and web sites. It makes
the teachers evaluate the use of software and Internet in providing the environment to find
knowledge, influence information, create content, share results, build interactivity, realize
transactions, and affirm social values.
The teachers are provided with thinkting-tools and templates to realize the best
practices guidance on how to define, to design, and to evaluate the teaching model that
intergrates the use of software and Internet to improve the learning experiences and
performances of all students. The guide describes for the teachers the proposed objectives,
activities, and metrics of using the freely available open standard software and Internet
services to realize the competency goals of a subject area.
The guide describes the initial knowledge and skills on computer operation. It provides
the first step to easily navigate the computer in running the software and in browsing the
Internet. It identifies safety and security issues to be managed while using the computer and
the Internet. It offers site links to the fully functional and free on-line learning services to
acquire the beginning and advanced knowledge and skills on the use of computer and Internet
services.
It evaluates, compiles and promotes open source and freeware programs for education.
The software and websites usage is categorized based on the publicly shared 21st century
digital skills for the digital citizens, and their application to the teaching and learning
performances. The selected programs are all designed to run in Microsoft Windows, and
some to run in Linux and Macintosh OS X computer platforms.
-.
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COPYRIGHTS AND DISCLAIMER NOTICE
The open content project is led by an ICT services management practitioner and
teacher who believe on the principles of not-reinventing the wheel, practical alignment of open
and free to use technology and content to meet the educational outcomes intended for all
learners. The project website is located at www.onecitizen.net.
The content design and selected materials have evolved from the lessons learned
during training engagements with teachers and educational leaders who are tasked to
implement the use of ICT in basic education. The project lead brings into a single document
the elaboration of the training presentations, thinking tools and templates, open software and
Internet projects. Some of the conceptual framework, methodology and software materials
have been part of the presentation done in educator's congress and seminars related to ICT in
education.
The project challenges the educators to discover, test, plan, design, realize and
evaluate the prevailing and emerging digital learning products from different technology
sources, and to be guided by the globally accepted open standards and best practices. It
includes the acquisition and sharing of cost effective, no-locked-in and easy to use tools and
standards for teaching and learning.
The OpenDESK Toolkit Guide for Teachers is an open content project. The guide
designer and project lead DOES NOT REPRESENT the solutions and brand names
mentioned in this open content project. The usage policies of cited resources allow public
linking, citing, sharing and promotion of their services and content.
The cited documents, products and services are presented to freely promote
discovery and informed decision on the use of information and communications technology to
realize the goals of education for all. This guide IS NOT for commercial endorsement.
Educational Users must exercise DUE DILIGENCE in appraising the applicable use of
the concepts, framework, methodology, template and software in their school setting.
The education user must OBSERVE COPYRIGHT NOTICES, and the terms and
conditions defined by the developers and companies claiming ownership of the cited
materials. All trademarks and copyright notices belong solely to their respective owners who
are recognized in the guide.
The basic education teachers are FREE TO USE and FREE TO SHARE the digital
copy of this open document as long as proper attribution, no modification is done, and respect
of the copyrights limitations and acceptable use policy of the cited materials are observed.
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ABOUT THE GUIDE AUTHOR
MR. JOHN J. MACASIO
John J. Macasio is the project lead of the openDESK Toolkit. He has been in the
application of technology use in education for 25 years. He worked with St. Louis College
of Valenzuela, Our Lady of Fatima University, Asian Social Institute, Far Eastern University
and Notre Dame of Greater Manila as teacher, school registrar, guidance officer, academic
head, computer services manager, and ICT consultant for education. He led the textbook
project on computer literacy for children which was published in 1996. And he co-authored
the ICT Project Management Essentials for Government Leaders, commissioned and
published by the United Nations APCICT in 2008.
In 2003, he worked as ICT consultant to the Human Capital Development Group of the
Commission on Information and Communications Technology. He assisted the Commissioner
in the conceptualization, design and implementation of ICT for basic education projects,
which are now known as ischools and eskwela. He developed and implemented for USAID
Last Mile Initiative the ischools webboard that introduces the use of Internet for teaching.
He led the project implementation of Intel Philippines e-learning multimedia project called
skoool.ph.
Mr. Macasio is the ICT Consultant of the ICTU-Technical Services, Department of

Education, Office of the Secretary. He is engaged in providing technology framework,
service strategy and standard references in the design, development and implementation of
the Department of Education Computerization Program. He is the Technology Consultant of
the e-TESDA Project Management Office, Technology Education and Skills Development
Authority.
He is an ICT Training Consultant of the National Computer Institute, Commission on

Information and Communications Technology and the Career Executive Service Board. He
develops and conducts the trainings on e-Government Project Management, ICT Services
Management, and Enterprise Architecture and Information Systems Planning.
He maintains the digital citizens social network of educators and government

managers at www.onecitizen.net
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Table of Contents
INTRODUCTION......................................................................................................2
COPYRIGHTS AND DISCLAIMER NOTICE...........................................................................3
ABOUT THE GUIDE AUTHOR........................................................................................4
1. EFFECTIVE TEACHING PRINCIPLES.............................................................................6
The Effective Teacher:.........................................................................................6
The Teacher Knowledge........................................................................................7
ICT Use Principles in Learning.................................................................................8
Goals Grid of Effective Teaching with ICT...................................................................8
2. PROCESS AND PRODUCT OF TEACHING WITH ICT..........................................................10
My Teaching Methods..........................................................................................11
G.I.P.O.V. Worksheet of Teaching Process Definition.....................................................12
3. DESIGN AND PLAN TEACHING WITH ICT......................................................................14
Instructional Planning and Design: Components and Stages.............................................14
ICT Based Teaching: Lesson Planning.......................................................................15
Attributes of Learning Objective............................................................................20
Measuring Performance Outcomes..........................................................................23
Readiness Assessment of ICT Based Learning Materials..................................................25
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1. EFFECTIVE TEACHING PRINCIPLES
“For the computer to bring about a revolution in ….education, its introduction must be
accompanied by improvements in our understanding of learning and teaching.”
-Herbert Simon, Nobel Laureate
Information and communications technology (ICT) enables the teachers to effectively acquire,
create, evaluate, and share knowledge. It provides the digital tools to deliver the quality experience
that affects the motivation, engagement, confidence, performance and products of all learners towards
achieving the competency goals. The introduction of open software and Internet services are meant to
bring the enabling conditions for effective teaching.
Teacher effectiveness is critical to student achievement. Teaching effectiveness is an

interaction between subject matter knowledge and teaching ability. “When a teacher does this
(process), it results in this sort of student achievement (product).” “When a teacher causes this to
happen (process), it results in student learning (product).”
The Effective Teacher:
1. Make the learner focus and pursue clear learning goals. The teacher brings the
outcome based orientation in order to align the instructional method, content resource,
and assessment instruments to the achievement expectations defined for the
students.
2. Present clear and simple content. The information has to build on what the students
already know. The teacher carefully selects learning material that is spirally designed,
suitable to the learner conditions, and aligned to the lesson objectives.
3. Engage the learner in learning by doing. Activity based learning is given time in
building contextual knowledge. The learning experience provides engaging and
variety of activity to sustain exploration and application. It provides the means for the
learner to express freely and to realize higher order thinking skills.
4. Teach with enthusiasm. The teacher shows excitement and passion in doing what will
make the learner successful. The teacher celebrates with the learners any
achievement, and motivates the learner to move forward based on lesson learned.
Information and communications technology provides the context to improve knowledge on

the subject-matter and to execute the teaching process that engages the student achieve the
competency outcomes.
The teacher’s challenge is for the teachers to discover, align and use the open software and
Internet services in doing the teaching tasks. A teaching modeling mindset has to be articulated and
observed in driving the use of open software and Internet services to deliver the outcome, to present
the content, to bring engagement, and to trigger excitement in teaching and learning.
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The Teacher Knowledge
The effective engagement of the teacher to execute the teaching process depends on the
available information and capabilities in the person of the teacher. Lee Shulman, in his article
“Knowledge and Teaching: Foundations of the New Reform, published by Harvard Educational Review
in 1987, identified the core knowledge to be possessed by an effective teacher.
1. Knowledge of subject matter content

2. Knowledge of general pedagogical principles and strategies
3. Knowledge of learners, their characteristics, and how they learn
4. Knowledge of educational context
5. Knowledge of education goals, purposes and values.
Looking at the categories of teacher knowledge, here are some ideas on how the knowledge
are to be demonstrated by the teacher in the context of ICT use.
Knowledge of subject matter content is demonstrated by the ability of the teacher to present
clear and accurate information and logical ideas of the topic being taught. It includes the competence
to identify, analyze and differentiate appropriate content materials for the subject-matter to be studied
by the learner. And the capability to provide logical and precise answers and reference materials to
address the questions and problems poised on the subject-matter at any situation.
Knowledge of general pedagogical principles and strategies is demonstrated by the ability of

the teacher to design instruction in order to deliver the learning requirements of achieving prescribed
the learning competency of the curriculum. It includes the competence to specify the tactical
procedures and the manner to acquire and use the resources in delivering the teaching methodology.
It also calls for the capability to realize an assessment framework to measure effectivity value of the
instructional strategy.
Knowledge of learners, their characteristics, and how they learn is demonstrated by the ability
of the teachers to define benchmarking model, and to formulate the pre-assessment instrument to
baseline the learner condition to build on towards the achievement of the targeted learning
competencies. It is also shown in the manner by which the teacher structured the learning model to
match learner’s ability to achieve the learning competency.
Knowledge of education context is demonstrated by the ability of the teacher to understand

and work around the constraints of the learning environment. It includes the competence to properly
appreciate the people, policy, process, technology and culture components of educational context.
Knowledge of education goals, purposes and values is demonstrated by the ability of the
teachers to articulate the basic education curriculum learning competency in the design of the
instructional plan and learning evaluation. It includes the competence to develop the learning events
that realize quality education for all, and the positive values of the community.
The availability of the core knowledge is a pre-requisite for the proper appreciation of the
teachers in using information and communications technology to realize acquisition and presentation
of content, to support the delivery of the instructional procedure, and to fill-the gaps of education by
providing the digital context to bring about instruction and learning
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ICT Use Principles in Learning
“The goal of technology integration is not just for teachers to show off new toys but to put
technology into the hands of students, and have them participate in higher level thinking,
collaboration, and project based learning.”
-Matthew Needleman
Los Angeles Unified School
District
The value of using information and communications technology in teaching depends on the
underlying principles to justify the integrative use in learning. It provides the rationalization in
modeling instruction in the context of using computer software and Internet services.
 Learning with ICT is to bring variety of instructional events and contextual experiences
to realize discovering, exploring comparing, collaborating, networking, doing, making,
building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed
backing, changing, etc.... of learning for all.
 Learning with ICT brings information for all to realize knowledge acquisition,
knowledge creation, and knowledge sharing in order to achieve the performance goals
of the basic education curriculum for all learners.
 Learning that is delivered through the use of computer applications, Internet services,
other technology platforms. and multimedia learning content must bring the extension,
enhancement and fill-in the gaps of education inside or outside the school premises.
 The computer software, Internet services and multimedia learning content need to be
appropriately aligned to the instructional and learning outcomes, sound teaching
methods, learners conditions, and safety requirements.
Goals Grid of Effective Teaching with ICT
The goals grid is a brainstorming tool to identify the desired end and action to be pursued.
The goals are identified by posting and responding to the following:
1. What do you want that you don't have? (Achieve)

2. What do you want that you already have? (Preserve)
3. What don't you have that you don't want? (Avoid)
4. What do you have now that you don’t want? (Eliminate)
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ACTIVITY: Teaching with ICT Goals Grid and Action Plan
With your experience and knowledge in performing the teaching tasks, identify the goals
you seek to realize in using ICT for teaching and learning in the next prescribed school years.
Start School Year:_______ End School Year:______

ACHIEVE PRESERVE AVOID ELIMINATE
PLANNED ACTION: RESULTS: REQUIREMENTS:
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2. PROCESS AND PRODUCT OF TEACHING WITH ICT
“KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where

we can find the information on it.”
-Samuel Johnson
What is learning? It is a process that results changes in the human understanding, human
behaviour and in the human capabilities to function or perform – (competency).
What is teaching? It is the process of creating and facilitating the events that affects learners
in their way to achieve learning. (performance)
The structured modeling of the learning and teaching process must clearly elaborate the
goals, the input, the procedures, products, and the means to validate-verify in order to deliver and
measure the performance expectations for all learners.
Effective teaching model is not just implementing the use of textbook in order to learn. It is not
just bringing the learner in front of the teacher to remember what are told to be known. It is not making
the student face the computer and become technology literate. It is defining and executing the
learning events that build the ability of the learner to acquire, to create, and to share knowledge. It is
providing variety of active experiences to make the learner deliver the product that actualized the
motivation to learn and achievement of learning competency goals.
LEARNING EVENTS
Presentation
Demonstration
Discussion
Forum
Debate
Hands-On
Projects
Practice Drill
Exploration
Experiment
Case Study
Collaborative Writing
Evaluation
The challenge of effective teaching with ICT is how to bring the learning events that put
emphasis on interactivity or learning by doing. It is how to use the digital tools to improve, enhance
and optimize the instructional methodology that is normally supported by non-digital learning
resources. The ICT integration in teaching has to focus on making computer software and Internet
services as efficient and effective conditions to deliver the performance outcome expected by the
curriculum.
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My Teaching Methods
List down the teaching strategies and kind of learning materials commonly used in your
subject area. Method that enables the learner accomplish the comptency requirements.
NAME OF SUBJECT AREA: GRADE/YEAR

LEVEL:
DIRECTED LEARNING INTERACTIVE LEARNING
LEARNING MATERIALS LEARNING MATERIALS
(Lecture) (Textbook) (Brainstorming) (Multiple

References)
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G.I.P.O.V. Worksheet of Teaching Process Definition
The proper embedding of ICT use to deliver content and activity depends on the logical
definition and relationship between the learning goal, resource input, choice of instructional
strategy or methodology, the targeted product, and the means to validate and verify. It is in
this context that the teacher has to appraise the value of the acquired software and Internet
services to become valuable source of input and activity platform to deliver the learning results
for all learners.
Grade/Year Level: Subject: Lesson Topic: Pre-Requisite

Knowledge
GOAL INPUT PROCESS OUTCOME
(Competency Criteria) (Learnng (Teaching Strategy) (Learning

Resources) Product)
VALIDATION AND VERIFICATION:
(Means to Evaluate)
The GOAL describes the state, the condition, and the changes that the learner must
realize in view of the learning ends envisioned by the basic education curriculum. It sets the
kind of knowledge, skills and behavior to be understood and demonstrated by the learner
during the teaching process.
The INPUT presents both the digital and non-digital resources that must be acquired
in order to initiate the preferred teaching process and learning conditions to make the learner
achieve the competency objectives of the basic education curriculum.
The PROCESS involves the defined strategy or methodology in delivering the

expected learner’s products that fulfill the learning goal. It defines the learning procedure to
engage the students in achieving the learning outcomes.
The PRODUCTS represent the performance artifacts released by the learner, and
which fulfill the expected results envisioned by the designed input and process in achieving
the curriculum competency goals.
The VALIDATION and VERIFICATION represent the means to certify successful

provision of requirements and achievement of the results. It includes the way to check the
claimed outcomes realized by the learner.
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ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process
Pre-requisite
Grade/Year Level: Subject: Lesson Topic: Knowledge:
GOAL INPUT PROCESS OUTCOME
Learning Outcome Software and Internet Learning

Instructional Method
-based on PLC Resources Product
- to read Word Processor DIRECTIVE Reports

- to write Desktop Publishing Lecture Assessment
- to count Calculation Spreadsheet Direct Instruction Results
- to compute Slide Presenter Demonstration Project Artifacts
- to identify Multimedia Authoring Practice Drill Worksheets
- to differentiate Video Editor Sound Record
- to define Audio Editor INTERACTIVE Video
- to illustrate Image and Drawing Cooperative Learning Production
- to draw Editor Discussion Forum Multimedia
Web Page Maker Case Studies Presentation
Worksheet Maker Discovery Learning Published
Test Maker Journal and Diary Documents
Math Study Helper Brainstorming
Science Study Helper Debates
English Study Helper
e-Mail
Weblog
Wiki
File Sharing
Knowledge Base
Virtual Laboratory
Internet Digital Library
VALIDATION AND VERIFICATION MEANS:
Performance Rubric Rating

Formative Evaluation Results
Summative Evaluation Results
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3. DESIGN AND PLAN TEACHING WITH ICT
The effective use in teaching of information and communications technology depends on the
planned design of the instructional content and procedures. The application of the open software and
Internet services to the teaching process must be consistently aligned to the defined outcomes,
methodology, content, and metrics. The assembled digital instructional materials must be reviewed to
match the requirements of both formative and summative evaluation. The following are the key items
to be concretized in the various stages of instructional planning and design. It is based on the
Principles of Instructional Design by Gagne, Briggs and Wagner.
Plan the
Performance Rubric Summative
& Basic Test Items Evaluation
(8)
Software and
Internet Sites Develop the
Performance Formative
Criterion References Assemble Evaluation
Least Mastered and (7)
Develop
Topics Review
Performanc Instructional
e Lesson Plan
Conduct Materials
Identify Objectives Select
Instructional (6)
Entry (4) Instructional
Analysis Behaviour ICT-Enhanced
Method
(2) (3) (5) Instructional Delivery
Define Configuration to
Instructional Match Instructional
Goals Basic Education Learning Competency Standard Method.
(1) Learner Profiles and Education Context
Instructional Planning and Design: Components and Stages
1. The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized

by the learners based on the targeted competency defined in the basic education curriculum.
2. The INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and
performed by the learners in order to accomplish the instructional goal. It lists down topics to
be mastered.
3. The ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and
attitude of the learner. It provides the profile of what the students already know, and what to
build on.
4. The PERFORMANCE OBJECTIVES define the criterion references to properly measure the
learner’s achievement of the instructional goals. It provides the means to validate and verify
results.
5. The INSTRUCTIONAL METHODS speak of the strategy to deliver the performance
objectives. It involves the selected instructional activities to engage the learner.
6. The INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support
the content and process requirements of the instructional method.
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7. The FORMATIVE EVALUATION is the means to measure the learning accomplishment of the
learner after the execution of the planned instruction. It done through the conduct of written
tests and activity output assessment using a performance rubric.
8. The SUMMATIVE EVALUATION is to measure the total learning accomplishment of the
learner through the conduct of the National Achievement Test based on DepEd PLC.
ICT Based Teaching: Lesson Planning
The lesson template is designed to logically structure and document the outcomes, content,
requirements, and procedures in using open software and Internet services in performing the teaching
tasks.
Some critical items to define during the formulation of a lesson plan that bring software and
Internet as input to the teaching and learning process:
1. Specify the performance objectives in terms of what the students must be able to
understand and be able to do, in conformity to the prescribed learning
competencies of the basic education curriculum. (Specific and measurable)
2. List down the specific knowledge items to be understood or activity to be
performed in order to deliver the learning objectives. Mark the knowledge items
or performance area considered among the least mastered competency
according to the results of the National Achievements Test, National Career
Achievement Test or Next Level Entrance Examination
3. Name the software title or Internet sites, and classify the reviewed e-leaning
object according to learning activity or instructional tasks it will bring about in
order to realize the stated learning outcomes of the topic. (e.g. Cell Functions –
Simulation)
4. Identify the possible placement of the educational software, multimedia objects
and web applications in the teacher's lesson plan. (motivation, review, concept
presentation, activities, assignment, or assessment), and describe the classroom
layout to implement the lesson plan with ICT use.
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Lesson Plan Template of ICT Enhanced Teaching
This lesson plan template is based on Preparing to Use Technology: A Practical

Guide to Curriculum Integration – Blanche O'Bannon, Kathleen Puckett, Kathleen G. Puckett,
2007
SUBJECT AREA: GRADE/YEAR LEVEL:
LESSON TITLE: TIME ALLOTTED:
LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)
In this lesson, the students shall learn the following category of knowledge items. The student is
expected to realize the following learning activities. The learning process requires the following
condition or ICT resources to achieve learning the lesson. The student shall deliver the
following learning products. The student performance will be evaluated based on the following
performance metrics.
CLASSROOM LAYOUT AND GROUPING OF STUDENTS:

Where will the learning take place?
How will the room be organized with the computers?

(Make a visual representation or diagram of the facility or classroom layout.)
How will the students be grouped:

• class group
• individuals
• pairs
• small groups, etc
LEARNING OBJECTIVES:
Identification of the specific learning outcomes that are expected to happen based on the
Philippine Learning Competency of Basic Education.
The learner is expected to:

• Define….
• Describe…
• Differentiate
The learner given the ICT learning condition is able to:

• Calculate
• Compose
• Illustrate
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MATERIALS, RESOURCES AND TECHNOLOGY:
1. Non-Digital Materials for this Lesson

a. Printed Text Book
b. Manual Manipulative
c. Chalk Board
d. Illustration Board
e. Printed Workbook
f. Material Item 6
2. Technology Components for this Lesson

a. Computer
b. Software
c. Network
d. Printer
e. Scanner
f. Multimedia Device
MATERIALS, RESOURCES AND TECHNOLOGY:
3. Computer Software for this Lesson

a. Windows Operating System
b. Edubuntu Operating System
c. Math Educational Software
d. Science Educational Software
e. Creativity and Productivity Software
f. Software Title
4. Web Site for this Lesson

a. www.google.com
b. www.prongo.com
c. www.ipl.org
d. www.wikipedia.org
e. www.sitename.com
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STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:

Do the students have the adequate knowledge to complete the lesson successfully?
What pre-requisite knowledge or skills from previous lessons that the students must have in
order to complete the current lesson content?
What initial technology knowledge and skills that the students must have to properly use the
computer, software and Internet to learn the lesson?
INSTRUCTIONAL PROCEDURES:
1. Motivation:
Define the importance of the lesson to motivate the student. And how to relate lesson to
previous lesson or real-life situation. Identify how the ICT based materials will be use to
bring motivations of the lesson.
2. Presentation:
Identify the knowledge items or concepts to be understood, and the manner the content
will be presented to the students through the use of ICT tools.
3. Activities:
Identify the sequential activities of the performance item to be executed in this lesson. It
describes the methodology and ICT tools to be used in developing the activity products.
a. Step 1
b. Step 2
c. Step 3
d. Step 4
4. Closure:
Identify how the lesson shall be summarized and how to introduce future lesson.
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SUPPLEMENTAL ACTIVITIES:
1. Additional activities to expand the lesson

2. Remediation activities for the student needing more instruction and practices
3. Assignments
ASSESSMENT AND EVALUATION:

How will you measure the student’s success? Formally or informally? Formal evaluation of
student work requires that a grade is taken while informal might be monitoring of work, or class
discussion.
1. Describe the assessment process:

-Written Test –Quiz, Unit Test, Periodical Examination
-Activity Output Evaluation –Activity Worksheet
-Computer based Testing
-On-line Test
2. Define the criteria for achievement, and performance levels:

-Basic questions that all students must be able to answer
-Difficult question that some student may be able to answer
-Performance Rubrics and Rating Reference
3. Describe the plan on how to provide feedback to the student:

-Individual consultation
-Printed Report
-e-mail
STUDENT PRODUCTS:
What artifact(s) or products will result from the lesson?
1. Report
2. Worksheet
3. Newsletter
4. Diary
5. Diagram
6. Slideshow
7. Video and Sound Production
8. Drawing
9. Created Object
10. Test Results
11. Discussion Forum
12. Website
Name of Teacher: Reviewed and Approved: Version Name:

Date:
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Attributes of Learning Objective
In an outcome based teaching process that makes use of ICT, the clear specification
of the learning objectives enables the teachers and learners to pursue the proper results,
metrics, and condition of learning within the context of using information and communications
technology.
The outcome-based learning objectives have to contain the following attributes:
OUTCOME-BASED LEARNING OBJECTIVE ATTRIBUTES
CONDITION
PERFORMANCE CRITERION
(Learning with ICT)
Describes what the learner is Describes the circumstances Describes the level of
expected to do or able to under which the performance of competence to be
demonstrate the learner is expected to measured on the learner
happen. (It states the use of
specific computer software,
multimedia content, and Internet
services)
EXAMPLE:
“A student will be able to “Given a multimedia periodic “Given a multimedia
calculate the atomic mass of a table, a student will be able to periodic table a student will
molecule.” calculate the atomic mass of a be able to calculate the
molecule.” atomic weight of a
molecule to 2 significant
digits within .01 atomic
units.”
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ACTIVITY: Learning Objectives Definition
Select a used lesson plan, and re-state the learning objectives of identified learning
topic in terms of performance, condition, and criterion. The condition must identify the ICT
based tools to bring performance requirement.
LEARNING TOPIC: TARGET LEARNER: DURATION:
PRE-REQUISITE KNOWLEDE: PRE-REQUISITE SKILLS:
Learning Objective 1:
PERFORMANCE CONDITION (Learning with CRITERION
ICT)
ICT)
ICT)
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Verbs of Learning Competency
The efffective application and re-use of freely available open standard software, Internet
services, and interactive multimedia content depend on clear statement of learning objectives
that define the learning results.
The teacher must properly verbalize what is the end state of learning that the learner
must actualized in doing the ICT based learning procedure which is designed to achieve the
prescribed learning competency of basic education.
The stated objectives establish the performance criteria to be measured during the
formative and summative evaluation. The following matrix is based on collated information
addressing the issue of learning objectives through the use of the Bloom's taxonomy of
learning objectives.
PERFORMANCE DOMAIN THE VERBS

1. KNOWLEDGE List, Define, Tell, Describe, Identify, Show,
Recognition, appreciation and recall of Label, Collect, Examine, Tabulate, Quote,
information, major ideas, facts to Name, Who, When, Where, What, How,
compose subject matter, and outline of
procedures
2. COMPREHENSION Summarize, Describe, Interpret, Contrast,

Interprete the acquired facts to make Predict, Associate, Distinguish, Estimate,
generalize statements, relate understood Differentiate, Discuss, Extend
ideas to other concepts and situation,
and to draw conclusions or build better
assumption to explain a future.
3. APPLICATION Apply, Demonstrate, Calculate, Complete,

Apply the use of recognized information, Illustrate,, Show, Solve, Examine, Modify,
presented concepts, described theories, Relate, Change, Classify, Experiment, Discover
and detailed facts to different sitation
and problem conditions.
4. ANALYSIS Analyze, Separate, Order, Explain, Connect,

Identify, dissect, evaluate patterns, Classify, Arrange, Divide, Compare, Select,
components and hidden meaning from Explain,
presented information in order to
construct better understanding, solutions
and models.
5. SYNTHESIS Combine, Integrate, Modify, Rearrange,

Formulate improved and holistic Substitute, Plan, Create, Design, Invent,
conclusion and improved generalization Compose, Formulate, Prepare, Generalize,
of knowledge based on the presented Rewrite
old and new ideas, ways of doing,
models, and assumptions.
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6. EVALUATION Assess, Decide, Rank, Grade, Test, Measure,

Develop criteria to perform comparison Recommend, Convince, Select, Judge, Explain,
and discrimiation between ideas and Discriminate Support, Conclude, Compare,
value assessment of presented theory, Summarize
reasoned arguments. Ability to verify the
signifcance of data and information to
the ends of knowledge.
7. AFFECTIVE Value, Feel, Believe, Assert, React, Change,

Reaslize expression of feelings, values, Advocate, Motivate, Respond
appreciation, enthusiasms, motivations,
and attitudes on the ideas, concepts,
belief, and actions.
8. PSYCHOMOTOR Follow, Perform, Execute, Observe, Move,

Demonstrate physical movement, Operate, Deliver
coordination, and use of the motor-skill
areas in achieving the intended action
or physical results.
Measuring Performance Outcomes
Performance Rubric
Performance rubrics describe and measure the level of performance expected on the
development of knowledge and skills. It defines the salient criteria to evaluate, and the
performance descriptors to indicate the state of achieving the knowledge and skills goals. The
rubrics help learners set goals and assume responsibility for their learning—they know what
comprises the optimal performance and strive to achieve it.
Criterion or LEVEL OF PERFORMANCE (Scale)

Performance
Dimension 4 3 2 1
Performance Descriptors
Criterion 1
YES, AND MORE YES YES, BUT NO
Criterion 2
Exceeds Meet Expectation Progressing Not there yet
Expectation
Criterion 3
No Errors Few Errors Some errors Frequent
Errors
Criterion 4
Broad Adequate Limited Very limited
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Knowledge Test
The written test measures the level of understanding, recall, and application of the students on
the presented knowledge. The questions are designed to measure level of knowledge mastery.
Knowledge Basic Easy Questions Basic Difficult Questions
Area (All student must answer correctly) (Some students are able to
answer correctly)
Concepts Multiple Choice Multiple Choice
Definitions Open Ended Question Open Ended Question
Procedures Supply Missing Item Supply Missing Item
Computational Solve a Problem Solve a Problem

Rules
Events True or False True or False

People
ACTIVITY: Defining the Subject Performance Requirements
NAME OF SUBJECT: STANDARDS GOALS:
LEARNING EXPECTED KINDS OF QUESTIONS ICT BASED

OBJECTIVES PERFORMANCE LEVEL TO ANSWER LEARNING
& ACCOMPLISHMENT COMPLETELY CONDITIONS
DESCRIPTION
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Readiness Assessment of ICT Based Learning Materials
The assessment rubric guide the teacher to identify the performance qualification of education
software and interactive multimedia content to bring about the effective use of technology in teaching
and learning.
1. Title of the Learning Resource:
2. Target Learner
3. Subject Area:
4. Topics Covered:
5. Achievable Learning Performance

Criteria:
6. Technical Requirements:
7. Readiness Rubric
Rating: 4 = Very Good 3= Good 2 = Needs Improvement 1 = Cannot be Determined
READINESS CHARACTERISTICS 4 3 2 1
A. INSTRUCTIONAL DESIGN (30%)
1. The learning objectives and goals of the e-learning application are
defined and clearly stated.
2. The presentation of the content supports the specified learning
objectives and goals.
3. The organization of the content, including all related activities,
accurately reflects the learning objectives and goals specified.
4. The learning objectives and goals of the e-learning application match
the specific standards of learning competencies.
5. The instructional content of the digital material addresses various
needs of the students. (introduction, supplement and review)
6. The instructional content can be used in varied settings (in or out of
school)
7. The e-learning application supports the desired instructional strategy.
8. The digital material provides a clear measure of achieving/meeting
learning objectives and goals.
9. The e-learning application encourages and supports reflection, deep
thinking, knowledge integration and making connections.
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READINESS CHARACTERISTICS 4 3 2 1
B. LEARNING CONTENT (40%)
10. Its scope is appropriate for the intended learning objectives and
intended learners.
1. There is proper sequencing of topics.
2. Its presentation (of the lesson) is clearly conveyed.
3. It facilitates the user’s exploration of the area of knowledge both within
and beyond the learning experience.
4. It iappropriately identifies the intended learner/s (1st, 2nd, 3rd,4th , etc.
5. It provides adequate information to meet the intended learning
objectives.
6. It is accurate and error free.
7. It covers the learning scope prescribed in the curriculum.
9. It reflects authentic and situational context (e.g. cultural values, etc.)
10. It reflects best practice and contemporary understanding of the
discipline and the knowledge domain.
C. USE OF MULTIMEDIA (10%)
1. The multimedia presentations used are clear, no misconceptions, nor
misinterpretations by the learners.
2. Multiple representations are used to help learners construct inter-
related knowledge.
3. Media elements are of high visual and aural quality.
4. Multimedia materials are not biased to any learning style.
D. LEARNER INTERFACE (20%)

1. The design (of the e-learning application) is visually appealing and
attractive.
2. The design is consistent relative to the responses and reactions of
learners.
3. There is clear instruction on the proper use of the material.
4. The (design) program responds appropriately to learners’ actions.
5. There are multiple forms of navigations.
6. Icons used (for navigation) reflect its actual use.
7. These icons are readily clickable and lead to desired content/material.
8. Learners decide what they need to learn, what order and how deeply
they want to concentrate on specific topics.
Are you recommending the use of this digital learning material YES NO
COMMENTS:
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OPENDESK TOOLKIT: Effective Teaching and ICT

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OpenDESK Toolkit Guide for Teachers

EFFECTIVE TEACHING AND ICT

OpenDESK stands for open digital education software and knowledge.

It brings the aggregated framework. practices, competency, templates and technology to

It introduces the basic competencies on information and comnications technology (ICT)

COPYRIGHTS AND DISCLAIMER NOTICE

ABOUT THE GUIDE AUTHOR

MR. JOHN J. MACASIO

Mr. Macasio is the ICT Consultant of the ICTU-Technical Services, Department of

He is an ICT Training Consultant of the National Computer Institute, Commission on

He maintains the digital citizens social network of educators and government

1. EFFECTIVE TEACHING PRINCIPLES

Teacher effectiveness is critical to student achievement. Teaching effectiveness is an

The Effective Teacher:

Information and communications technology provides the context to improve knowledge on

The Teacher Knowledge

1. Knowledge of subject matter content

Knowledge of general pedagogical principles and strategies is demonstrated by the ability of

Knowledge of education context is demonstrated by the ability of the teacher to understand

ICT Use Principles in Learning

Goals Grid of Effective Teaching with ICT

1. What do you want that you don't have? (Achieve)

ACTIVITY: Teaching with ICT Goals Grid and Action Plan

Start School Year:_______ End School Year:______

PLANNED ACTION: RESULTS: REQUIREMENTS:

2. PROCESS AND PRODUCT OF TEACHING WITH ICT

“KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where

NAME OF SUBJECT AREA: GRADE/YEAR

(Lecture) (Textbook) (Brainstorming) (Multiple

G.I.P.O.V. Worksheet of Teaching Process Definition

Grade/Year Level: Subject: Lesson Topic: Pre-Requisite

GOAL INPUT PROCESS OUTCOME

(Competency Criteria) (Learnng (Teaching Strategy) (Learning

VALIDATION AND VERIFICATION:

The PROCESS involves the defined strategy or methodology in delivering the

The VALIDATION and VERIFICATION represent the means to certify successful

ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process

GOAL INPUT PROCESS OUTCOME

Learning Outcome Software and Internet Learning

- to read Word Processor DIRECTIVE Reports

VALIDATION AND VERIFICATION MEANS:

Performance Rubric Rating

3. DESIGN AND PLAN TEACHING WITH ICT

Instructional Planning and Design: Components and Stages

1. The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized

ICT Based Teaching: Lesson Planning

Lesson Plan Template of ICT Enhanced Teaching

This lesson plan template is based on Preparing to Use Technology: A Practical

SUBJECT AREA: GRADE/YEAR LEVEL:

LESSON TITLE: TIME ALLOTTED:

LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)

CLASSROOM LAYOUT AND GROUPING OF STUDENTS:

How will the room be organized with the computers?

How will the students be grouped:

The learner is expected to:

The learner given the ICT learning condition is able to:

MATERIALS, RESOURCES AND TECHNOLOGY:

1. Non-Digital Materials for this Lesson

2. Technology Components for this Lesson

MATERIALS, RESOURCES AND TECHNOLOGY:

3. Computer Software for this Lesson

4. Web Site for this Lesson

STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:

1. Additional activities to expand the lesson

Start School Year:_ End School Year: