LA SALLE UNIVERSITY

Ozamiz City

College of Teacher Education

Syllabus in ED221- Educational Technology II

LA SALLE UNIVERSITY VISION AND MISSION

Vision

La Salle University is an autonomous university, the center of excellence in Southern Philippines and accessible to all, especially the poor and youth-at-risk.

Mission

To Realize This Vision We Commit Ourselves To:

 Recruiting and retaining highly qualified faculty and staff;
 Providing a learner-centered education committed to life-long learning;
 Generating new knowledge to address the needs of the community, church and society; and,
 Producing Lasallians who have the spirit of faith, zeal for service, and communion in mission.

Goal
An autonomous university, La Salle University aims to be institutionally and internationally accredited.
Objectives
To realize its Vision, accomplish its Mission, and attain its Goal, the university endeavors to:
 Empower the faculty and staff through professional enhancement and post graduate studies;
  Provide quality Christian education to the poor and youth-at-risk;
 Become the resource of the society in generating new knowledge; and
 Produce faith-filled, service-oriented, and socially-responsible graduates.
Core Values
Inspired by the teaching of St. John Baptist De La Salle, the members of the university community shall live by these core values.
 Faith
LSU nurtures a community with unwavering belief in God.
 Service
LSU leads to promote a just, safe, and progressive society.
 Communion
LSU collaborate with all in improving peoples’ quality of life in the light of gospel values.

COLLEGE OF TEACHER EDUCATION

Vision - Mission

The College of Teacher Education, composed of highly qualified and excellent faculty, envisions itself to be a Center of Excellence in teacher training.
It aims to produce not only LET passers but teachers who are imbued with Lasallian core values of faith, service and communion. To realize this, the College of Teacher Education
provides holistic training to the students through excellent instruction, relevant curricular and co-curricular programs, sustainable community extension services and applied
research.

Goals and Objectives

In consonance with the university’s vision-mission statement, the College of Teacher Education specifically aims to:

 Develop humane teachers who are deeply committed to serve the youth, especially the poor and youth at risk;
 Equip students with adequate knowledge, skills, and attitudes necessary for the efficient performance of their teaching profession;
 Produce research outputs to improve the teaching and learning processes;
 Align the curricular and co-curricular activities for the holistic development of the Teacher Education students
 Conduct sustainable community extension services to improve quality of life
 SYLLABUS

GENERAL DESCRIPTION
I. GENERAL DESCRIPTION:
Subject : Education 221
Descriptive Title : Educational Technology II (Selection, Production, and Utilization of Appropriate Technology Tools for Instruction)
Credit Unit : 3 units
Pre-Requisite : Education 213

II. COURSE DESCRIPTION:

This is a 3-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning.
Students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. The
course will likewise focus both on developing teacher-support materials and the production of technology-based outputs.

INSTITUTIONAL LEARNING OUTCOMES:

1. Employ personal and professional skills in solving problems and making decisions
2. Exhibit social responsibility to address needs and problems
3. Engage in lifelong learning to improve quality of life
4. Transmit ideas responsibly and proficiently in written, oral and other forms of communication
5. Assess judiciously national and global issues and challenges
6. Work competently at par with international standards
7. Participate actively in the promotion of faith and life
8. Conduct publishable relevant research related to specific fields
PROGRAM INTENDED LEARNING OUTCOMES:
By the end of the four-year program, the graduates have the
ability to:
1. Demonstrate in depth understanding of the development of
diverse types of learners
2. Exhibit comprehensive knowledge of various learning areas in
the elementary/secondary curriculum to meet the needs of
diverse learners
3. Design and implement teaching and learning strategies and
materials appropriate to the high school/elementary learners
4. Create and utilize assessment tools and procedures to measure
complex learning outcomes
5. Produce publishable relevant research outputs to address
national and global educational issues
PERFORMANCE INDICATORS
A. Identify and design lessons according to the stages of learners’ growth and
development
B. Utilize the potentials and uniqueness of individual learners in teaching
A. Discuss and share insights on the subject area’s learning goals, instructional
procedures and content in the secondary/elementary curriculum
B. Facilitate collaboration among diverse learners
C. Utilize English and Filipino languages effectively in delivering instruction
A. Use appropriate teaching – learning strategies to sustain interest in learning
B. Select, develop or adapt updated technology in support of instruction
C. Use improvised and indigenous materials for meaningful learning
A. Balance the use of traditional and non-traditional assessment techniques
B. Interpret and use assessment data and information to improve teaching and
learning
C. Adjust assessment tools and procedures to reflect school policies and
guidelines
A. Submit a publishable relevant research output
B. Present the submitted research output to local and international for a
C. Create learning modules that give emphasis on cultural awareness and
appreciation, gender equality, and environmental preservation
6. Demonstrate the Lasallian core values of faith, service and A. Integrate Lasallian core values in the practice of their profession
communion in mission in the practice of their profession B. Show positive attitude towards work and colleagues

7. Take part in addressing the needs of the community and take A. Join tree planting and mangrove planting in different partner communities
actions in local and global issues B. Volunteer in catechetical work in different public schools within the locality
and
literacy initiated activities to Subanen communities
C. Participate in the Early Childhood Care and Development training of Day
Care Workers of Ozamiz

COURSE LEARNING OUTCOMES & MAP

Upon completion of the course, the students will be able to:

A. Cognitive
COURSE OUTCOMES PROGRAM OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7

1.Trace the development of educational technology as stated in Educational Technology 1 I

2.Identify the roles of educational technology in learning I P P P

3.Examine practical helps on designing and adapting student learning activities P P D D

Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
 D-Demonstrated (The student practices the competencies across different settings with minimal supervision)
B. Affective
PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7

I I P P
1.Discuss the importance of developing basic digital skills

I I P P
2. Assess the different roles of computer in education
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)

C. Psychomotor

COURSE OUTCOMES PROGRAM OUTCOMES

PO1 PO2 PO3 PO4 PO5 PO6 PO7

1.Create different IT-based projects using higher thinking skills D P D D I

3. Integrate technology into teaching and learning through a multimedia classroom presentation P D D D
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)
 COURSE OUTLINE

COURSE OUTLINE AND TIMEFRAME

TERM COURSE CONTENT/SUBJECT MATER

PRELIM: 13 1/2 hours I. Review in Educational Technology I (3 hours)

A. History of Educational Technology
B. Edgar Dale’s Cone of Experiences
II. An Overview of Educational Technology 2 (1 ½ hour)
III. Understanding the Technology Learners (1 ½ hour)
IV. Preferences of the Technology Generation (3 hours)
A. Text Vs. Visual
B. Linear Vs. Hypermedia
C. Independent Vs. Social Learners
D. Learning to Do Vs. Learning to Pass the Test
E. Delayed Rewards Vs. Instant Gratification
F. Rote Memory Vs. Fun Learning
V. Basic Digital Skills (4 ½ hours)
A. Solution Fluency
B. Information Fluency
C. Collaboration Fluency
D. Media Fluency
E. Creativity Fluency
F. Digital Ethics
MIDTERM: 13 ½ hours VI. Higher Thinking Skills Through IT-Based Projects (4 ½ hours)
A. Resource-Based Projects
B. Simple Creations
C. Guided Hypermedia Projects
VII. Computers as Information and Communication Technology (3 hours)
A. The Personal Computer as ICT (3 hours)
1. Microsoft Word
2. Microsoft Excel
3. Windows Movie Maker
4. Yahoo and/or Google
 VIII. The Computers as a Tutor (1 ½ hours)
A. CAI or Computer-Assisted Instruction
IX. The Computer as the Teacher’s Tool (1 ½ hours)
A. The Computer’s Capabilities
1. Informative Tool
2. Communication Tool
3. Constructive Tool
4. Co-Constructive Tool
5. Situating Tool
PRE-FINALS: 13 ½ hours X. Information Technology in Support of Student-Centered Learning (1 ½ hours)
XI. Non-Projected Visual Devices
A. Functions/Uses of Visual Devices (1 ½ hours)
B. Devices for Visual Presentations (7 ½ hours)
1. The Viewer
2. Accordion Fold
3. Flipchart
4. Pocket Chart
5. Big Book
XII. Principle of Design (Multimedia) (1 ½ hours)
A. Appropriateness
B. Novelty
C. Durability
D. Economy
E. Variety
XIII. Understanding Hypermedia (1 ½ hours)
FINALS: 13 ½ hours XIV. The Internet and Education (1 ½ hours)
XV. Microsoft PowerPoint (3hours)
XVI.Educational Technology 2 Practicum/Gathering of Instructional Materials (9 hours)
 LEARNING PLAN (Sample Learning Plan for a Lecture Course)
Textbook/
References (with page no.)/
Desired Learning Course Content/ Online References Instructional
Week Hours Strategy/Activities Assessment Tasks/Tools
Outcomes Subject Matter Materials

Week 13 ½ At the end of the PRELIM

1-5 hours lesson, the I. Review in Lucido, P.I. (2012).
students must Educational Educational Technology 2.
have: Technology I Cubao, Quezon City.
Lorimar Publishing Inc.:
pp. 9-10.
 traced the A. History of  Lecture/Class  The students conduct a timeline  PowerPoint
development Educational Corpuz, B. (2008). Discussion table organizer showing the presentation
of education Technology Educational Technology 1,  Completion of development of technology over  Video clips
with the use of Cubao, Quezon, City. the timeline time.  Textbook
technology Lorimar Publishing Inc.: table
pp. 13-137.

 created a B. Edgar http://www.tonybates.ca/20  KWL chart  The students will submit a hard  Pictures
visual Dale’s 14/12/10/a-short-history-of-  Reporting copy of a visual illustration of the  PowerPoint
illustration Cone of educational-technology/  Outer-Inner Cone of Experience showing the presentation
containing Experience Circle different behavioral objectives in  Textbook
different s each level.
behavioral http://www.slideshare.net/P
objectives in abloRuggiero/history-of-
each of the educational-technology-ppt
levels of
 experiences Borabo, M.L. & Borabo,
H.L. (2015). Interactive
and Innovative: Teaching
Strategies 1. Quezon City,
Manila. Lorimar Publishing
Inc.: page 18.

 formulated a II. An Lucido, P.I. (2012).  Lecture/Class  The students will submit a hard  PowerPoint
list of personal Overview of Educational Technology 2. Discussion copy of a document (using MS presentation
anticipations Educational Cubao, Quezon City.  Hands-on Word processing) showing a list of  MS Word
on what he/she Technology Lorimar Publishing Inc.: (Computer- his/her personal anticipations of application
can learn or II pp. 12-13. based) how computer programs help in  Pictures
achieve from  Class the application of Educational  Textbook
the course http://healeyj.blogspot.com/2 presentation Technology II.
using the 011/07/overview-educational-
Word program technology-2.html

http://www.proprofs.com/quiz
-
school/story.php?title=overvie
w-to-educational-technology-
2

 differentiated III. Understan  Video  The students will create a graphic  PowerPoint
ding the Lucido, P.I. (2012).
the parents 30 Viewing organizer on a whole sheet of paper presentation
Technology Educational Technology 2.
years ago and
Cubao, Quezon City.  Class Reports differentiating the parents 30 years  YouTube
the new Learners  Small Group ago and the millennial generation. program
Lorimar Publishing Inc.:
millennial Discussion  Textbook
pp. 16-18.
generation  Completion of
using a the chosen
http://edtech38.weebly.com/bl
 graphic og/lesson-3-understanding- graphic
organizer technology-learners organizer

https://www.youtube.com/wat
ch?v=-b6QKcUsTH0

https://www.youtube.com/wat
ch?v=0s24OiEjyak

 argued about IV. Preferences Lucido, P.I. (2012).  Hands-on  The students will have a team  PowerPoint
the different of the Educational Technology 2. activity of argumentation about the presentation
preferences of Technology Cubao, Quezon City. the Facebook preferences of the technology  Facebook
the technology Generation Lorimar Publishing Inc.: application generation i.e. choosing which program
generation pp. 22-25. program technology generation should be  Textbook
 Group adapted in the current classroom  Video clips
http://citeseerx.ist.psu.edu/vie sharing setting.
wdoc/download?doi=10.1.1.87
 Team
.1852&rep=rep1&type=pdf
 assessed and argumentatio  Create a reflection paper
reported n expressing his/her perception of
www.facebook.com
his/her the good and/or non-good sides of
perception/exp Facebook.
https://www.youtube.com/wat
erience (good
ch?v=qLlclUhfPHg
and non-good
sides) of the
Facebook
Social media

 proposed a V. Basic Digital

Lucido, P.I. (2012).  Problem-  The students will conduct a project  World
problem-based Skills based proposal solving a classroom- Wide Web
Educational Technology 2.
output Cubao, Quezon City. Multimedia related problem. The project  Textbook
illustrating the Lorimar Publishing Inc.: Learning proposal must be created through  PowerPoint
different pp. 26-29. the use of a video presentation. presentation
 fluency skills
http://www.bcs.org/category/
14627

http://www.go-on.co.uk/get-
involved/basic-digital-skills/

Week 13 ½ MIDTERM
6-10 hours  compared and VI. Higher Lucido, P.I. (2012).  Lecture/Class  The students will compare and  Slideshare
contrasted the Thinking Educational Technology 2. Discussion contrast the traditional learning program
traditional Skills Cubao, Quezon City.  Use of graphic model and resource-based learning  Textbook
learning model Through Lorimar Publishing Inc.: organizer model through a Venn diagram  www.classr
and resource- IT-Based pp. 35-41. using the MS Word application. oom.google
based learning Projects Then, the student will submit it in .com
model through http://www.slideshare.net/Dar the class’ Google Classroom page.
a Venn kwind1/lesson-9-risanica-ma-
Diagram rocela-kent

http://www.wholechildeducati
on.org/blog/ensuring-critical-
thinking-in-project-based-
learning

http://files.eric.ed.gov/fulltext/
EJ856114.pdf

 researched and VII.  Hands-on  The students will submit an online  World
Computer Lucido, P.I. (2012).
listed activity list of educational computer Wide Web
Educational Technology 2.
educational s as
Cubao, Quezon City.  Small group programs and its descriptions in  Textbook
computer Informatio sharing their respective Google Classroom  PowerPoint
n and Lorimar Publishing Inc.:
programs and accounts. presentatio
Communic pp. 45-47.
its descriptions n
ation  www.classr
Borabo, M.L. & Borabo,
 Technolog H.L. (2015). Interactive oom.google
y and Innovative: Teaching .com
Strategies 1. Quezon City,
Manila. Lorimar Publishing
Inc.: page 36.

 listed internet VIII. The Lucido, P.I. (2012).  Lecture/Class  The students will submit an online  World
sites which Computer Educational Technology 2. Discussion list of internet sites which contains Wide Web
contains s as a Cubao, Quezon City.  Group simulation programs that enhances  Textbook
simulation Tutor Lorimar Publishing Inc.: Mapping learning in their respective  PowerPoint
programs that pp. 50-57. Strategies(GM Edmodo account. presentatio
enhances A)  The students then will align the n
learning of a Borabo, M.L. & Borabo, chosen subject matter to their
chosen subject H.L. (2015). Interactive simulation programs and add it as
matter and Innovative: Teaching a hyperlink to their PowerPoint
Strategies 1. Quezon City, presentation of the lesson
Manila. Lorimar Publishing presentation.
Inc.: page 14.

 reported Lucido, P.I. (2012).  Lecture/Class  The students will visit a  PowerPoint
experience to IX. The Educational Technology 2. Discussion Singapore’s History City learning presentatio
the class in Computer Cubao, Quezon City.  Agreement community site in the Internet. n
collecting, as the Lorimar Publishing Inc.: Circle  The students will access the given  Textbook
trading and Teacher’s pp. 59-63.  Hands-on site to collect, trade, and create  www.classr
creating Tool activity interactive dioramas. oom.google
interactive Borabo, M.L. & Borabo,  Graphic  The students will report their .com
dioramas in a H.L. (2015). Interactive Organizer experience in the given site via  World
given History and Innovative: Teaching having a 30-minute writing Wide Web
City site Strategies 1. Quezon City, summing the specific realizations  Singapore’s
Manila. Lorimar Publishing they have formulated and submit it History
Inc.: page 1. in their respected Google City
 Classroom accounts. learning
http://www.iss.nus.sg/RND/ community
cs/idl/HistoryCity/overview
.html

Week 13 ½ PRE-
11-15 hours  prepared a FINALS Lucido, P.I. (2012).  Lecture/Class  The students will be grouped into  World
student- X. Information Educational Technology 2. Discussion a circle of 5 members. Each group Wide
centered Technology Cubao, Quezon City.  Sticky Notes will prepare a microLESSON Web
microLESSO in Support Lorimar Publishing Inc.:  Think-Pair- through visiting the teacher’s  PowerP
N plan which of Student- pp. 66-68. Share given site. oint
contains 2 Centered present
learning Learning Borabo, M.L. & Borabo, ation
objectives and H.L. (2015). Interactive  Pictures
instructional and Innovative: Teaching  Textbo
tasks Strategies 1. Quezon City, ok
Manila. Lorimar Publishing  www.cl
Inc.: page 32. assroo
 demonstrated  The group then will demonstrate m.googl
a sample of a http://www.microlessons.co the sample microLESSON plan to e.com
microLESSO m their respective Edmodo accounts.
N plan to the
class using the
given website

 https://visualaidsinfomax.word  
created and Hands-on The students will be assigned to  PowerP
exhibited the XI. Non- press.com/2013/11/09/what- activity for their respective non-projected oint
assigned non- Projected are-non-projected-visuals/ researching visual devices through groups. present
projected Visual Devices the different  Given the steps on how to create ation
visual device https://prezi.com/ggxcvnwiolh
non-projected the assigned device, each group
 j/copy-of-projected-non- visual devices will choose a topic to serve as the  Realias
projected-teaching-aids/  Interviewing purpose of creating the non-  pictures
education projected visual.
teachers,  Then, the whole class will plan
observers, and and organize an exhibit
interns about showcasing the different non-
the assigned projected instructional devices
device that they’ve made.
 Exhibition of
devices

 composed a XII. Principles Borabo, M.L. & Borabo,  Lecture/Class  The students will create a mini-
mini-bulletin of Design H.L. (2015). Interactive Discussion board bulletin board following  PowerPoint
board and Innovative: Teaching  Domino the different principles of design. presentatio
following the Strategies 1. Quezon City, The students will create the mini- n
different Manila. Lorimar Publishing bulletin board on a ½ sized  www.classr
principles of Inc.: page 32. illustration board. oom.google
design .com
http://web1.arthurphil-
 Pictures
h.schools.nsw.edu.au/tas/Multi
media/Website/Term4/Resour
ces/designprinciplesMM.pdf

http://www.edb.utexas.edu/mi
nliu/multimedia/PDFfolder/DE
SIGN~1.PDF

 explored XIII.  Lecture/Class  The students will visit the  PowerPoint

Understandin Lucido, P.I. (2012).
WinEcon to Discussion WinEcon program in the Internet. presentatio
g Hypermedia Educational Technology 2.
answer self-
Cubao, Quezon City.  Chunking the Then, the students will answer the n
assessment Data self-assessment questions and tests  WinEco
Lorimar Publishing Inc.:
questions and  Hands-on in the program for the teacher n
pp. 80-82.
 tests that activity and/or learners. progra
adapts to the Borabo, M.L. & Borabo,  The student will print the result of m
needs of the H.L. (2015). Interactive the self-assessment questions and  World
teacher and/or and Innovative: Teaching write a 5-sentenced reflection Wide Web
the learner Strategies 1. Quezon City, about his/her experience on the  Textbook
Manila. Lorimar Publishing program.
Inc.: page 49.

http://healeyj.blogspot.com/2
011/08/lesson-15-
understanding-
hypermedia.html

http://www.amazon.com/Und
erstanding-Hypermedia-Bob-
Cotton/dp/0714837407

FINALS
 shared his/her XIV. The Lucido, P.I. (2012).  Lecture/Class  The students will visit some of the  PowerPoint
experience Internet Educational Technology 2. Discussion Museum sites in the Internet using presentatio
with having a and Cubao, Quezon City.  Think-Pair- Surf School program. n
quick tutorial Educatio Lorimar Publishing Inc.: Share  The students will a reflection  World
on Internet n pp. 85-87.  “What If” paper on their perspective of Wide Web
basics from Questions giving importance to the rise of the  Surf School
the ‘Surf Borabo, M.L. & Borabo,  Hands-on Internet in the 21st century. program
School’ H.L. (2015). Interactive activity  Textbook
and Innovative: Teaching
Strategies 1. Quezon City,
Manila. Lorimar Publishing
Inc.: page 35, 38.

http://www.znet.com/vil/co
ntent/surfschool/howto/how
totoc.html
 added XV. http://www.gcflearnfree.org/p  Guided  The students will create a  PowerPoint
appropriate Microsoft owerpoint2010 Instruction PowerPoint presentation of their presentatio
designs, PowerPoint  Hands-on chosen subject matter. The n
animations, https://support.office.com/en- activities PowerPoint presentation must  Microsoft
and effects to us/article/PowerPoint-2010- have followed the principles of PowerPoint
slides guided videos-and-tutorials- design, used appropriate program
36e0ae1e-f8a3-45dc-9558-
by the animations and/or effects.  Pictures
75adcf759d73
Principles of  Then, the students will submit a  www.classr
Design in a soft copy in their respective oom.google
http://www.customguide.com/
given subject Google Classroom accounts. .com
microsoft-office-
matter
training/powerpoint-2010-  Video
training/ materials

 prepared a XVI.  Guided  The students will present the 

Educational  Any textbook of the Any
short lesson instruction completed slide and instructional textbook
chosen subject
for the class Technology 2
matter  Hands-on materials for the chosen subject  PowerPoint
integrating Practicum/Ga activity matter from objectives down to
thering of  Any learning presentatio
technology in the assignment part of the lesson. n
Instructional platform sites
the devised  Prezi
subject matter Materials
 Kingsoft
Office
 World
Wide Web
Classroom Policies:
1. Courtesy requires the students to secure the teacher’s permission to leave the classroom when necessary.
(Student Handbook 1.2. on Classroom Behavior and Attendance page 79.)
2. Students are expected to cooperate with classroom routine procedures. Creating chaos inside the classroom should be avoided.
(Student Handbook 1.1. on Classroom Behavior and Attendance page 79.)
3. During examinations, no student must signal or attempt any form of cheating.
(Student Handbook 1.1. on Classroom Behavior and Attendance page 118.)
Policy on Absences:
1. Please refer to the Student Handbook on the Policy on Absences pages 79 & 80.
Grading System:
The grades of the students are based on quizzes or short tests, recitation, homework or term paper, etc., and the periodical tests.
Grade limits in each period are as follows
HIGHEST GRADE LOWEST GRADE
Preliminary 100 65
Midterm 100 65
Pre-Final 100 65
Final 100 65

The passing score is 70% of the perfect score.

Computation of Periodical Grades

2 1
MidtermGrade =3 Class Standing + 3 Exam
2 1
Temporary Final Grade = 3Class Standing + 3 Exam
𝑚𝑖𝑑𝑡𝑒𝑟𝑚 𝑔𝑟𝑎𝑑𝑒+𝑡𝑒𝑚𝑝𝑜𝑟𝑎𝑟𝑦 𝑓𝑖𝑛𝑎𝑙 𝑔𝑟𝑎𝑑𝑒
Final Grade = 2
 ARGUMENTATION RUBRIC
DESCRIPTIONS
CRITERIA TOTAL
Superior Proficient Fair Poor
(4 points) (3 points) (2 points) (1 point)
Factual Information Used many facts to Used some facts to Used few facts to Did not present
support all support all support arguments. facts to support
arguments in the arguments. arguments.
preferred
generation.

Comprehension Demonstrated Demonstrated Demonstrated Demonstrated

thorough accurate minimal misunderstanding
understanding of understanding of understanding of of information.
information. important information.
information.
Persuasiveness All arguments were Most arguments Some arguments Few arguments
logical and were logical and were logical and were logical and
convincing. convincing. convincing. convincing.
Delivery Communicated Communicated Seldom Failed to
clearly and clearly; frequent communicated communicate
confidently; eye contact; good clearly; poor eye clearly; no eye
maintained eye voice and delivery contact; poor voice contact; monotone
contact; excellent rate. and delivery rate. delivery.
voice inflection and
delivery rate.
PROJECT PROPOSAL RUBRIC
DESCRIPTIONS
CRITERIA TOTAL

Above Standard At Standard Below Standard

(10 points)
Purpose Identified a classroom-related
problem(without the teacher's
assistance) which they found
interesting to solve.
(7 points) 5 points)
Identified a classroom- The purpose is incomplete,
related problem (with the too easy to attain, or does
teacher's assistance) which not solve any classroom-
they found interesting and related problem.
testable.

Procedure A well thought out, sequential A well thought out,
(step-by-step) procedure is sequential (step-by-step)
stated that ANYONE could procedure is stated that
look at and follow. It is ANYONE could look at and
systematic and reasonable. follow. It is in some parts
systematic and reasonable.
The procedure is incomplete,
not sequential, or takes effort
on the part of the reader to
follow. It is neither
systematic nor reasonable.
Data Interpretation Plans for displaying the
collected data are clearly laid
out (chosen medium of
communication and design).
Thoughts for ambitious
analysis of data (graphical
analysis, etc.) are clearly and
creatively communicated.
Plans for displaying the The plan is incomplete or
collected data are slightly does not logically match
laid out (chosen medium of with the purpose of the
communication and design). project.
Thoughts for thorough
analysis of data (graphical
analysis, etc.) are clearly and
creatively communicated.

NON-PROJECTED VISUAL DEVICES RUBRIC

DESCRIPTIONS
CRITERIA TOTAL

Very Good Good Fair Poor

(8 points) (6 points) (4 points) (2 point)
Appropriateness The design is appropriate The design is appropriate The design is The design is not
to the chosen device and its to the chosen device and appropriate to the appropriate to the
purpose. its purpose. chosen device and its chosen device and its
The design of the device Some of the design of purpose. purpose.
and important feature are the device and important Few of the design of The design of the
also properly created. feature are also properly the device and device and important
created. important feature are feature are not
also properly created. properly created.
Durability The device and its design
can stand over a long
period of time without tear
or damages.
Creativity All parts of the design of
the device follows color
harmony, presents good
quality of materials, and
draws attention to the
purposed audience.
Few of the parts of the Most parts of the
non-projected device is device and its design
torn or damaged after are torn apart or
several minutes of damaged after several
exposure. minutes of exposure.
Some parts of the design Few parts of the design
of the device follows of the device follows
color harmony, presents color harmony,
good quality of presents good quality
materials, and draws of materials, and draws
attention to the purposed attention to the
audience. purposed audience.
The device and its
design are ruined after
several minutes of
exposure.
No part of the design
of the device follows
color harmony,
presents good quality
of materials, and
draws attention to the
purposed audience.
 MICROLESSON DEMONSTRATIONRUBRIC

DESCRIPTIONS
CRITERIA TOTAL

Above Average Average Under Average Poor

(4 points) (3 points) (2 points) (1 point)
Eye Contact
Made eye contact at least 5 Made eye contact at least Made eye contact at Made eye contact at
times. 4 times. least 3 times. least 2 times.

Posture
Was upright all the time. Was upright most of the Was upright some of Was upright a few of
Did not slouch. time. Slouched once. the time. Slouched the time. Slouched
twice. thrice.

Hand Usage
Hands were constantly
used and were pointing to
the visual aid and to show
expression.
Hands were mostly used Hands were sometimes Hands were rarely
and were pointing to the used and were pointing used and were
visual aid and to show to the visual aid and to pointing to the visual
expression. Hands went show expression. aid and to show
into pocket once. Hands went into pocket expression. Hands
twice or thrice. were in pocket for a
lot of time.

Body Language
Body language constantly
portrayed enthusiasm and
interest.
Body language mostly Body language Body language rarely
portrayed enthusiasm sometimes portrayed portrayed enthusiasm
and interest. enthusiasm and and interest.
interest.
Creativity
The visual aid was creative
in showing the necessary
information.
The visual aid was The visual aid was The visual aid was
mostly creative in somewhat creative in mediocre, creatively,
showing the necessary showing the necessary in showing the
information. information. necessary
information.

Information
All the information is Most of the information Some of the A small amount of
given. is given. information is given. the information is
given.

Details
The information includes
many specific details that
give examples.
The information includes The information The information
some specific details that includes a few specific includes very little
give examples. details that give specific details that
examples. give examples.
 REFLECTION PAPER/ESSAY SCORING RUBRIC
Wt.
5 4 3 2
Level TOTAL

INTRODUCTION Well-developed introduction
engages the reader and creates
interest. Contains detailed
background information. Thesis
x3 clearly states a significant and
compelling position.
Introduction creates interest.
Thesis clearly states the
position.
Conclusion effectively
summarizes topics.
Introduction adequately
explains the background, but
may lack detail. Thesis states
the position.
Conclusion is recognizable
and ties up almost all loose
ends.
Background details are a
random collection of
information, unclear, or
not related to the topic.
Thesis is vague or
unclear.
Conclusion does not
summarize main points.

MAIN POINTS Well developed main points directly Three or more main points are Three or more main points are Less than three main
Body Paragraphs related to the thesis. Supporting related to the thesis, but one present. The narrative shows points, and/or poor
x3 examples are concrete and detailed. may lack details. The narrative the events, but may lack development of ideas.
shows events from the author's details. The narrative is
The narrative is developed with a point of view using some undeveloped, and tells
consistent and effective point-of- details. rather than shows, the
view, showing the story in detail. story.

ORGANIZATION Logical progression of ideas with a Logical progression of ideas. Organization is clear. No discernable
Structure x1 clear structure that enhances the Transitions are present equally Transitions are present. organization. Transitions
Transitions thesis. Transitions are mature and throughout essay. are not present.
graceful.
STYLE Writing is smooth, skillful, Writing is clear and sentences Writing is clear, but sentences Writing is confusing,
Sentence flow, variety x1 coherent. Sentences are strong and have varied structure. Diction may lack variety. Diction is hard to follow. Contains
Diction expressive with varied structure. is consistent. appropriate. fragments and/or run-on
Diction is consistent and words well sentences. Inappropriate
chosen. diction.
MECHANICS Punctuation, spelling, capitalization Punctuation, spelling, A few errors in punctuation, Distracting errors in
Spelling, punctuation, x1 are correct. No errors. capitalization are generally spelling, capitalization. (3-4) punctuation, spelling,
capitalization correct, with few errors. (1-2) capitalization.

http://web.gccaz.edu/~mdinchak/101online_new/rubric_narrativeessay.htm
Consultation Hours:

Days Time Venue/Room

Mondays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm
Wednesdays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm
Fridays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm

Prepared by Noted by Approved by

MS. JENEL S. CRUZ MR. JOHN MARK N. SALDIVAR DR. EMMA O. SUANA
Faculty Member Subject Coordinator Dean

I have read the course syllabus and I understand that I have to comply with the requirements of the course and the expectations from me as a student of
ED221 during the First/Second Semester of SY _______. I am fully aware of the consequences of non-compliance with the abovementioned requirements
and expectations.

Printed name and signature of student Date

I have read the course syllabus and I understand that I have to comply with the requirements of the course and the expectations from me as a student of
ED213 during the First/Second Semester of SY ________. I am fully aware of the consequences of non-compliance with the abovementioned requirements
and expectations.

Printed name and signature of student Date