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SUBJECT CODE: EDUC 214 ________ LEARNING MODULE No. ___4___ TERM: __1______
COURSE/YEAR/SECTION: _____BPED 2___________________ INSTRUCTOR: _MRS. HILARIO_____

MODULE NO. ____4___________

TOPIC(S)
1. ICT and Conventional Learning Materials to Enhance Teaching
and Learning
2. Principles in Selecting Instructional Materials
3. Technology-Enhanced Learning Lesson Plans

Prepared by:
_________MRS. HILARIO____________
Instructor

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AN OVERVIEW

Technology for Teaching and Learning 1 is an introductory course that explores

basic knowledge, skills and values in the use of technology for teaching and
learning. It includes ICT policies and safety issues, media and technology in various
context areas, learning theories and principles in the use and design of learning
lessons, teaching-learning experiences, and assessment tasks that utilize
appropriate traditional and innovative technologies with social, ethical, and legal
responsibility in the use of technology tools and resources ( CMO No. 74, series of
2017)

At the end of the semester, you are expected to:

1. Explain the different Concept of technology in teaching and learning

2. Internalize the ICT policies and issues in teaching and learning through
video presentation;
3. Compare the different theories and principles used in technology drive
lesson;
4. Integrate media and technology in various context areas;
5. Formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies.

Topics to be discussed:

1. ICT and Conventional Learning Materials to Enhance Teaching and Learning

2. Principles in Selecting Instructional Materials
3. Technology-Enhanced Learning Lesson Plans

Before proceeding to the actual lesson, you are required to answer the pre-assessment test to
examine how familiar you are with the research theories and procedures.

This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on
them. The activities and Self-Check Questions (SCQ) will help you assess how you progress as you go
through this module. If you need help and further clarification, you can ask for the assistance of your
teacher at the end of every week personally or through online for feed backing and monitoring of your
progress.

Your answers to the SCQ and Activities will be evaluated by your teacher. This will be part of your
formative evaluation.

DO NOT WRITE ANYTHING IN THIS MODULE. FOR PRE-ASSESSMENT, WRITE YOUR ANSWERS ON
THE SAME PAGE AND FOR ACTIVITIES AND SELF-CHECK QUESTIONS, YOUR ANSWERS SHOULD BE
WRITTEN IN A SEPARATE SHEET TO BE SUBMITTED TO YOUR TEACHER ON OR BEFORE THE DEADLINE.

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PRE-ASSESSMENT

Name: __________________________________ Course/Yr.: _________ Date Submitted: ________

“Relate and Rate”

Hi! It’s time to relate an experience and rate how it went. Based on the topics and
educational outcomes given below, discuss how those were taught to you by your teachers
(or even your parents and tutors). Then on the space beside it, rate the effectiveness of
those methods from 1 to 5. In rating, 1 is the lowest and 5 is the highest.
Topics or Learning Outcomes Learning Experiences Rate
Reading a clock

Locating places around the

world

Identifying the distinct

characteristics of the planets of
the Solar System along its
different satellites

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LEARNING MODULE 4:

INTRODUCTION A classroom is a worthwhile place in which a teacher, like you, and

the learners get to learn from each other. Years ago, , this classroom
can be described as a place where a teacher establishes authority and shares
knowledge while the learners are trained to be disciplined, intellectual, and skillful.
These learnings are purely based on the teachers’ knowledge obtain from the
references and experiences throughout their life in the educational field. However,
now’s a big difference. Learning does not depend on the teacher anymore. Instead,
your job, as a teacher, exposes these learners to a wide array of learning
opportunities, which were made reachable through the use of effective materials
and instructional planning.
This module gives you ways on how to effectively conduct your instruction with
the aid of the diverse instructional materials that offer learners the opportunity to
engage and contextualize their learning experiences.
LEARNING OBJECTIVES 1. Show ICT and conventional Learning materials that will suit for the
teaching and learning process.
2. Follow the important considerations in using and evaluating
instructional materials; and
3. Design learning plans that incorporate learning materials for a
worthwhile learning experience
LEARNING RESOURCES Elen Joy Alata-Bruza, Prince Kennex R. Aldama, Ferdinand Bulusan, Mark
Joseph T. Calano, John Miel A. Rivera, and Greg Tabios Pawilen (A course
Module of Technology for Teaching and Learning 1) Outcomes-Based
Education (OBE)
LEARNING INPUTS
LEARNING ACTIVITIES
SELF-CHECK QUESTIONS (SCQ)
Lesson 1 After completing your work above, answer the questions below as guide for
ICT and Conventional reflective thinking. Use the space after each question to discuss your answer.
Learning Materials to
Enhance Teaching and 1. Based on your experience, does your teacher (parents or tutor) used
learning instructional material? How did he/she/they used it?
_______________________________________________________
_______________________________________________________
2. Were he/she/they successful in integrating those
materials? What made you say so?
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. Do you think your learning improves if instructional materials are used?
Why do you think so?
_______________________________________________________
_______________________________________________________

As teaching and learning becomes very diverse throughout the times, the use of
teaching and learning materials promote and improve learning even. These
materials may be resources to present and transmit the prescribed educational
materials to facilitate the creation and organization of information among the
learners. In utilizing these materials in your class, you have to remember the
common goals in order to consider your learners.
• Learners’ motivation
• Development of creativity
• Retrieval of prior knowledge
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• Support learners in understanding, deconding, organizing, and

synthesizing educational knowledge, logical thinking and
reasoning, communication, and interaction
• Contribution to the development of various skills and the
acquisition of values of the learners, as well as adherence
towards learners’ desirable knowledge, skills, and attitudes
The teaching and learning materials are grouped into two – the ICT and
conventional materials. ICT materials utilize technological media in delivering
knowledge and engaging learners throughout the teaching and learning process;
while conventional materials are used by the teachers and the learners for many
times already, even before the advent of technological media.

The list below presents the types of ICT teaching and learning materials.

Educational Networking
• This platform allows learners to connect
to the other learners or teachers through
social networking technologies.
Facebook and Instagram are very common
samples

Web-Based Learning
• This service or application is facilitated
online allowing learniners to work
together through searching, recieving,
generating, and organizing contents.
• Wiki sites, blogs, and Podcasts are some
common examples of this.

Mobile Learning
• This includes mobile tools or
technologies that allows learners to use
for the educational purposes like
instructional support or class activities.
 Smartphones, personal digital
assistants, and self-made games
are some samples of this

Classroom Equipment
• This stand-alone device is used to
facilitate different activites in a traditional
classroom that helps teachers and learners
in the process.
Projectors and computers are very
common samples of this

Moreover, the different conventional materials for teaching and learning are given
on the next page. The presentation of contents follows the bands of Dale’s Cone of
Experience.

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• Realia is a thing that is associated from the

real environment.
• You may present a gold coin to let the
class have a real experience with gold.

Realia

• Model is an imitation of real objectives

using synthetic or alternative materials to
substitute that thing.
• You may use globe in order to present an
image of Earth.

Model

 Mock up is an arrangement of real or

associated devices to give a
representation of reality that you or the
learners can manipulate
 You may use a mock up of the digestive
system and let the class assemble its
parts

 Specimen is an item that is

considered to be a part of the whole,
while objects may include artifacts
that has significance of the topic that
are used for displays and exhibits.
 You may present a blood specimen
or preserved snake in the class

Drawings and Cartoons

• Cartoons have deep messages compared
to drawings, but these two are good
tools in expressing symbolism and
abstract thoughts in learning.
• You may utilize a cartoon, through comic
strips, to discuss an issue about abortion.

Diagrams, Charts, Graphs and Maps

• These four tools are used to organize,
illustrate, and summarize textual and
numerical contents that facilitates
efficient understanding of ideas.
• You may present the binomial
nomenclature of living things using
diagrams.

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Aside from the teaching and learning tools, you also need to integrate classroom
activities and experiences for your learners. In these activities, you may utilize ICT
or conventional tools to support your instructional goals. Still, the discussion
follows the bands of Dale’s Cone of Experience.
• Games – Games are interesting
activities that facilitates
engagement and interest from
your learners. Learners do have
benefits in this activity, which
are given below:
o Learners will be able to
practice and refine
knowledge which they
have already acquired.
o Learners can determine the gaps in their knowledge or skills.
o Learners will be given a summary of contents based on the
coverage of the game.
o Learners will be able to socially interact as they develop the
concepts and principle involved.

• Simulations – These are

representations of a real event in which
learners can assume the roles of those
involved in the scenario by learning
their behavior or applying what they
have learned. Conducting fire and
earthquake drills are some samples of
this. The following are some purposes
of conducting simulation activities in
the class:
o to work with learners’ changes in attitudes o to alter specific
behaviors
o to help learners ready themselves in taking new roles in the society
o to guide learners in understanding their role o to increase learners’
way of applying learning o to reduce complex problems to
manageable situations o to sensitize learners’ towards other
peoples’ lives

• Dramatized experiences range from the following types listed below.

o Plays exhibits life,
character, or culture,
or the combination
of both in one
presentation.
Learners portray a
clear and important
aspects about life.
On the other hand, pageants are communities dramas based on
history as presented by local actors.

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o Pantomime is a
presentation that
requires body
movem ents in
conveying a story in
which the audience
understands and feel.

o Tableau is a real-
time picture-like
presentation of a
group of learners
about a certain topic
that conveys a
message to the
audience.
o Puppet Play is a different
activity from a stage play as
learners present ideas using
only a voice and a puppet
with simplicity but just
costumes and props to
express an idea of the whole
situation.
o Role Play is a presentation
that is
unrehearsed and spontaneous
presentation to a “let’s
pretend” situation as
participants are engaged in
their roles.
• Demonstrations are guided way of
teaching the learners by showing
how a process is done that the
learners can reflect and follow
themselves. In doing this, there are
things you need to prepare as you
answer these questions discussed
by Brown. o What are your
objectives?
o How does your class take your objectives? (In this part, prior
knowledge needs to be considered.)
o Is this the best method to achieve your goal? o Are all the needed
materials accessible?
o Are you familiar with the necessary steps of the demonstration?
o Is the time limit being observed?
In conducting the demonstration in your class, you may consider
observing the important points as given by Dale.
o Set a good tone in communicating with your learners. o As much
as possible, make your demonstration simple. o Focus only to the
main ideas.
o Be mindful with your learners’ responses to check if the
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demonstration is understood. o Observe “brakes” in your

demonstration by asking questions. o Do not drag out the
demonstration and take time in your discussion. o Provide
summary in every important part and give concluding summary at
the end.
o You may consider giving handouts after the demonstration.
• Gallery Walk is an activity where learners can display and present their
work on a specific topic just like
how an artist showcases their
artworks in an exhibit.
Audience, or the rest of the
class, will get to learn and
experience all the contents of
each station through the
informative experience given by
the discussant. In this way,
learners can present ideas in a comfortable way and acquire feedback
from those who viewed their output. Moreover, audience will have an open
and easy learning experience with each other. Exhibit, as mentioned, is
also a presentation but learners’ presence in order to give explanations are
not needed anymore as important points are already written and attached in
their works.
In doing gallery walks and exhibits, you may consider the following things as listed
below.
o Divide the class to a considerable number of members in a group. o
Assign each group a topic or segment that they can work as one. o
Make sure that the members do understand what are expected from
them and their group. o Allow each group to help each other in
facilitating transfer of idea in every station.
o Maximize the space to allow to facilitate an efficient set-up and
movement on the course of the activity.
o Have an orientation to orient the audience where to go after each
station.
o Ask the learners to identify the speaker in each station and prepare
the contents to share. o Provide a short debriefing after all the
groups have visited each station.
• Film and Video Viewing is also a
powerful strategy in communicating
inaccessible information or
impactful and historical events that
offer learning and reflection to the
learners. In this method, you have a
great role in filtering a content to be
presented to your learners in order
to provide credible, fitted, and
relevant content that extends
learning and enhances critical thinking skills of the learners.
In conducting the use of film and video viewing, the following
basic procedures may aid you to a successful integration.
o Prepare the class by darken the room but still allows light
especially those learners who may choose to take notes. Also,
learners should not seat too near or too far from the screen. o Pre-
viewing activities like setting goals and expectations, linking the
activity with the contents of the lesson, giving of rules, and

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contextualizing the film, may be observed. o Providing guide

questions may be considered to direct learners on the point of the
activity. o Make sure that unnecessary noises will be avoided and
the sights and sounds are clear.
o After viewing, allow the class to share their learnings and
reflections. You may also give your own point. o Provide a clear
summary of the activity.

There are different ways on how to conduct teaching and learning activities along
with the tools to be used in these activities. However, one has to remember that
you have the very important decision on what to use based on the objectives of
your lesson, the availability of resources, and the abilities of your learners.
With that, you may work in this part to identify what you think is the learning
activity to be integrated and the learning material to be used in your class as you
realize the given objectives. Place your answer in the corresponding spaces.
Learning Objectives Learning Activity Learning Material
Analyze data using
statistical tools

Perform the different

types of blocking in a
play

Evaluate the readiness

for volcanic eruptions

Make a pancake

Identify samples of
annelids

Lesson 2 Given the conversation of

Principles in Selecting Charlie Brown and Linus about field trip on the next page, determine what they
Instructional imply about field trips and write it on the space below the image. Then, answer the
materials questions posted after it.

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1. What is a field trip based on the conversation above?

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. From the conversation, Linus said that “It was a real field, and we saw
it … we saw that field”. What senses were at work in the field? Are
these enough? Why do you say so?
___________________________________________________________________
___________________________________________________________________

3. Did the field trip accomplish something specific for Linus? Why do you
say so?
_________________________________________________________________
_________________________________________________________________

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Is there a difference between your views about field trip and

Linus’? If there are, what are those?
2. Comparing your views and Linus’ about field trip, is there
something on Linus’ experience why he didn’t have the same
experience as yours? What is that?
3. How do you think Linus’ view about field trip will improve? What
do you think should be observed?

An intelligent teacher is a very good step towards making your learners

learned, but this does not guarantee of successfully making them learned. One thing
you have to remember is you can be able to design instructional process in which
learners can successfully engage and construct learning. This can be facilitated
when you know how to use your instructional materials as support to your teaching
and learning activities.
To begin with, it is very helpful to orient yourselves how to select instructional
materials before you decide to use this in your class. The following questions may
be a helpful guide to you.

Do the materials provide a Do the materials give Are the materials fitted to
realistic picture of the meaningful information of the learners?
content? the topic?
Think of how the learners
Always make sure that the Ensure that the materials receive and interacting with
materials are credible adhered your objectives the materials.
Are the materials Do the materials have Do the materials help the
presentable? guide which you have to learners develop the 21st
skills?
The materials should be in follow? Understanding th
good condition and are guide most likely Learners' competence and
presented well. maximizes its purpose. skills may improve with
effective materials.
Are the materials worth the time, expense and effort involved?
For those that takes much demands, make sure that it also optimizes learning

After observing the guidelines in choosing instructional materials, you may also like
to consider how to use these properly. Hayden Smith and Thomas Nagel provided
the acronym PPPF ensure effective use of instructional materials in the teaching
and learning process.

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PREPARE YOURSELF

•Know your lesson objectives and what to expect from the class.
•Determine why you will use that specific material.
•Plan how will you proceed with those materials and what questions to
ask to the learners about those.
•Strategize how you will evaluate learning with those materials.

PREPARE YOUR LEARNERS

•Set the class expectations and learning goals.

•You may provide guide questions that they can answer during discussion.
•Do not loose their motivation by keeping them on track.

PRESENT THE MATERIAL

•Make sure that the conditions are good for presentation of the material.
•If the materials are mechanical in nature, rehearsal may be done to
ensure that it works well.
•Monitor if the learners can operate, see or interact well with the materials.
•Provide explanations from the materials, and don't let the materials replace you.
FOLLOW UP

•Allow learners to process what the material presents.

•Assess if the learners have learned from the material.
•Encourage feedback from the learners in order to improve the material
Based on the learning tool you have chosen on a certain learning objective
in your specialization, determine the following guidelines in selecting an
instructional material is followed by providing justification. Fill in the spaces
below.
Learning Objective: _____________________________________
Chosen Learning Tool: ___________________________________

• Do the materials provide a realistic picture of the content?

• Do the materials give meaningful information of the topic?
• Are the materials fitted to the learners?
• Are the materials presentable?
• Do the materials have guide which you have to follow?
• Do the materials help the learners develop the 21st skills?
• Are the materials worth the time, expense, and effort involved?

Lesson 3 Hi! Its time for you to be a teacher. Imagine things done by a teacher. In this
Technology-Enhanced activity, select the competency in your specialized field a one-day session in order
Learning Lesson Plans to realize some parts of the competency. Include all the things you know about
planning a lesson. Fill in the template.

Learning Your Plan

Components
Learning Objectives

Learning Materials
and References
Topic

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Learning Activities

Learning Procedure

Assessment Task

Assignment

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer

1. What are your considerations as you designed your lesson plan?

2. Do you think your plan is effective? Why do you think so?
3. Is your plan important before conducting your lesson? Why do you think
so?

A lesson plan is your road map of what your learners have to acquire at the
end of the session and your ways of how you will guide them to effectively learn
what is expected from them. Lesson planning allows you to explore pedagogical
aspects in teaching the content. By this, you can deeply think on how to design the
lesson in a way that learners can relate using activities that learners can engage.
Finally, this will also give you a reflection on how you can improve yourself to
provide the best understanding for your learners. The following items below further
discuss the importance of lesson planning.

Planning inreases your Planning allows you to Planning helps you know
chances of realizing your reflect your practices your learners and
lesson successfully as and be able to improve structure
you can confidently what needs according to how you
facilitate the discussion. improvement. know them.

Planning allows you to

Planning allows you to
master the content of
own the learning area
your teaching and
and make the most of
broaden your
your learning spaces.
understanding.

In making the lesson plan, the first thing to remember is your learning
competency. You have to identify what learning competency to use for that specific
day. Make sure that the competency you will use is corresponded to the competency
to be taught on that day as reflected on the competency code.
Second, you have to make the learning objectives based on the learning
competency. It is encouraged to craft objectives for each domain of learning –
cognitive, psychomotor, and affective. In crafting your objectives, make sure that it
can be attained for that specific lesson plan.
Third, identify the topic based on the competency you adopted and the
learning materials and references to be used. In this way, you can prepare the
things you needed for lesson prior to your instruction with your learners.
Fourth, plan for your learning procedure. In this process, you have to adopt
the lesson planning format that is used by your institution. Usually, the most

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common lesson planning format is the 4A’s which standards for ACTIVITY/IES,
ANALYSIS, ABSTRACTION, and APPLICATION (also known as 5A’s that
includes the last part, which is ASSESSMENT) here in the Philippines. The
discussion below provides a guide on how these components are designed.
• Activity: This is the part of the lesson that conditions learners for the
instruction. You have two types of activities in this part.
o Preliminary activities should be done to monitor attendance, do
class routines, and even motivate learners to learn. Motivational
activities are activities which are not related to the class, but may
be conducted to break an awkward atmosphere. Usually, this will
take less than 5 minutes of the time Icebreakers are often done in
this.
o Preparatory activities are done to establish prior knowledge from
the students. These activities are essential for the learners to
retrieve important information that will bridge what they have
learned before to what they will be learning on that session. These
activities may utilize contents discussed on the previous sessions or
those discussed on the previous grade levels, or can be their own
personal experiences. You may have just one, two, or more
activities in this part as long as it will consume a maximum of 20
minutes of your instructional time.
Note: You won’t use concepts in this part that are yet to be
taught.
• Analysis: This is the part of the lesson that makes sense to the series of
activities done. As a teacher, you will ask a series of questions that will
allow learners to think and highlight those important information that they
will be using for the content of the lesson. This is the part where your
questioning techniques matter in order for the learners to effectively
retrieve their prior knowledge and bridge these to the lesson. If ever your
questions will not be properly understood by the learners or will yield out-
of-the-box responses, you may simplify it or use probing questions. This
makes your role as a facilitator, or guide, for learners to construct their own
knowledge. Usually, this part takes 5 minutes of your time.
• Abstraction: This is the part of the lesson where you will present the
content of the lesson based on your references. But for you to relate these
contents, you may refer more often to your activity and analysis part so that
they can bridge the new knowledge to their existing knowledge. Moreover,
most, if not all, of the learning objectives are achieved in this part. By this
time, you will provide important information about the topic. However, you
may filter some of those if you want learners to explore more in the next
section. Usually, this will take 5 to 10 minutes of your time.
• Application: This is the part of the lesson that broadens learners’ new
knowledge. In order for this knowledge to make sense, you have to make
sure that learners can apply these knowledge in their own field or can
observe in their own setting. You can do this by exposing them to various
examples
or designing another activity that they can apply in on their own reflection
or work with classmates as they do mini-tasks about this knowledge.
Usually, this may take 15-20 minutes of your instructional time.
Fifth, design assessment tasks in order to know if your objectives are met .
As a teacher, you are guided by your learning objectives, so knowing if learners
have achieved this is an important testament to tell if you succeed in your
instruction or not. Since only a little time is left in this part, you may design short
assessment tasks like quizzes, oral recitation, or boardwork just to measure learners’
achievement of the objectives.
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Sixth, you may consider giving an assignment or agreement to your class.

Assignment as tasks that will require extended practice for your learners about what
they have learned in your session, while agreement is something that learners have
to work on for the next session. Agreement is necessary especially for contents that
need lots of preparation and prior knowledge to familiarize with.
Refer to the sample lesson plan below, along with some discussions on how is was arranged that way.

SANTA CRUZ NATIONAL HIGH SCHOOL

Magugpo North, Tagum City, Davao Del Norte
JUNIOR HIGH SCHOOL DEPARTMENT

LESSON PLAN IN GRADE 9 DRESSMAKING

QUARTER 2
October 19, 2018

Learning Competency: Draft and cut pattern for casual apparel.

I. OBJECTIVES
At the end of the lesson, the students are expected to:
• present different measuring tools and their uses;
• take body measurement properly according to procedure; and
• record body measurements in line with company requirements or practice.

II. SUBJECT MATTER

• Topic: Take Client’s Body Measurement
• Materials: ICT media (laptop brought by the teacher, and digital projector), measuring tools, board, chalk
• Reference: K to 12 Basic Education Curriculum TLE Learning Module Dressmaking/ Tailoring
III. PROCEDURE
a.) Preliminary Activities (5 minutes)
i. Classroom Management
ii. Prayer
iii. Checking of Attendance
b.) Preparatory Activities (10 minutes)
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY (Response)
[Link]

The teacher will ask the students to classify the following tools on
what group of sewing tools they belong.

Cutting Tools

Cutting Tools

Marking Tools

Pinning Tools

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SUBJECT CODE: __EDUC 214 A________ MODULE No. __4____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
 COLEGIO DE [Link] DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119

Measuring Tools

B. Motivation

The teacher will ask the students to get their measuring tools. Students will find the partner and perform the
Then instruct the students to find a partner and then measure task the teacher gave.
the following

[Link]
[Link]
[Link]
[Link]
[Link]
C. Presentation of the Lesson

How did you measure the following? -To measure the shoulder, you need to put
[Link] measuring tool from shoulder to shoulder.
[Link] -To measure the hips, put the measuring tool
[Link] around the hips to the fullest.
[Link] -To measure the waist, put the measuring tool
around the waist to the fullest.
[Link]
-To measure the arm, put the measuring tools
from the shoulder to the hand.
-To measure the bust, put the measuring tool
around the bust to the fullest.

Let us see if your answers are all correct and you perform the
body measurement properly. t
D. Lesson Proper

Activity Students will group into five and will be

(Take My Body)
perform the activity.
The students will be divided into five groups. Two members of
the group will serve as customers. The remaining members will
get the body measurement and record the body measurement.
The two customer will go the other groups which will serve as
the customer of the other groups. The scenario is written below.

A customer comes to your shop and would like to buy a made to

order wedding gown and complete set of tuxedo. You are going
to take the body measuremen of the one who will the wedding
gown and the one who will wear the tuxedo. Using the
Information Sheet and Guidelines that I will give to you get the
body measurement of the two customers. t
Analysis

1. What are the measuring tools did you use and how are (Students will answer the question based on
these tools used in taking the body measurement? their experience in the activity given to them)
2. How did you perform the body measurement of each
customer?
3. What are the important points to consider in taking body
measurement?

Abstraction ,

Let’s go back to the first activity the you did, when you are asked (Students will answer the following questions
to measure your partner’s shoulder, hips, waist, bust, and arm, based on the activities conducted)
do you think you do it properly? Why?

So, what are the parts of the body that are measured in
horizontal measurement vertical measurement, and
circumferential measurement?

How do we measure each part of the body under the each

measurement?

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SUBJECT CODE: __EDUC 214 A________ MODULE No. __4____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
 COLEGIO DE [Link] DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119

Application

Procedure: Record all your measurements according to the

following system. My Measurements
NAME ___________________________
MEASUREMENT
ENGLISH SYSTEM METRIC SYSTEM

Bust

Lower Bust

Shoulder to Bust
Front Shoulder to
Waist
Waist
Shoulder to
Shoulder
Across Back

Bicep

Elbow

Over Arm
Waist
Circumference
Hip
Circumference
Bottom
Circumference
Crotch

Length of shorts

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SUBJECT CODE: __EDUC 214 A________ MODULE No. __4____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
 COLEGIO DE [Link] DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
Assessment

A. Choose the letter of the correct answer. Write your answers in

your quiz Notebook.
1. The system where the unit of measurement is centimeter
a. Metric System
b. English System
c. SI Measurement System
Decimal System
2. It measures across the back of neck from socket of one
shoulder to socket of the other shoulder
a. Shoulder
b. Shoulder to Shoulder
c. Shoulder to Neck
d. Shoulder to Back
3. Measure around your body crossing over the fullest part of
your bust.
a. Waist
b. Bust
c. Upper Bust
d. Arm Hole
4. A 60‖ long tape. One side has inches one is metric with crotch
piece or without crotch piece.
a. Tailors Square or L-Square
b Use Dressmakers Ruler
c. Tape Measure
d. Meter Stick
5. It is used on lapel, pants and skirt contours calibrated on both
sides.
a. Tape Measure
b. Aluminum Tailors Curve
c Tailors Square or L-Square
d. Use Dressmakers Ruler

B. Fill in each blank to complete each statement.

[Link] length is taken from the nape down the center back to
the_______.
2._____ taken around the body with the tape measure passing
over the fullest part of the _____ at the back and over to the
apex.
[Link] _____ is taken around the fullest part of the arm in line
with the armpit.
4.______ is taken around the fullest part of the bottom.
[Link] or _____ taken around the fullest part of the hip (buttocks)
with two fingers inserted under the tape measure.

 POINTS TO Google Classroom:

REMEMBER a. Concepts/Theories: Long Quiz
b. Performance Task: Online Oral Recitation/Interactive Discussion
Email/Social Media:
a. Submission of Outputs
ASSESSMENT  Quizzes through Google Forms
 Completion of Activities and SCQ’s
 Output submission in every topic discussed
 Participation during online class
FEEDBACK  Feedbacking will be done through face to face (scheduled) and online
(Email, Messenger or Facebook Group).

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SUBJECT CODE: __EDUC 214 A________ MODULE No. __4____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023