SAN ANDRES ACADEMY OF MARAMAG INC.

MARAMAG, BUKIDNON
S.Y. 2022-2023

Empowerment Technology
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FLEXIBLE INSTRUCTIONAL
DELIVERY PLAN (FIDP)
__________________________________________________________________________________________________________________________________________________________

Prepared By:
Ms. Shinie Louise M. Noynay
 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP)

Semester: 1st
Grade: 12 No. of Hours/Semester: 80 hours/ semester
Core Subject Title: Empowerment Technology Prerequisite (if needed): N/A

Subject Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the
professional tracks.
Culminating Performance Standard: The learners shall be able to synthesize and independently reflect on the ICT learning process and how his/her world view has evolved over
the past semester.
 Highest Enabling Strategy to Use in
Learning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking
Skill to Assess
Most Essential Performance
Content Content Standards Flexible Assessment Technique
Topics Standards KUD KUD Enabling
RBT Flexible Teaching
Complete Classifi Most Essential Classi General
Level Strategy

WEEK
cation ficatio Strategy
Performance Check(s)
n

First Quarter

Week 1
Information and Information and The learners U U AN
Communication The learners Communication shall 1. compare and compare and contrast
Technology demonstrate an Technology be able to: contrast the nuances of the nuances of varied
covering the understanding of: at the end of the varied online platforms, online platforms, sites,
topics of: ICT in the context of 2-week period sites, and content to and content to best
global independently best achieve specific achieve specific

COMMUNICATION
1. The current communication for compose an class objectives or class objectives or
state of ICT specific professional insightful address situational address situational
Compare and Contrast
technologies (i.e., track reflection paper challenges challenges Venn Diagram
Web 2.0, 3.0, on the nature of
convergent ICT in the
technologies, context of their

Q1 WEEK 1
social, mobile, lives, society,
and assistive and professional
media) tracks (Arts,
2. Online systems, Tech-Voc,
functions, and Sports,
platforms Academic)

essay Create Me!

Online safety, 2. apply online safety, apply online safety,
security, ethics, security, ethics, and U security, ethics, U AP

CONNECTIONS
and etiquette etiquette standards and etiquette
and practice in the use standards and
of ICTs as it would practice in the use of
relate to their specific ICTs as it would relate
professional tracks to their specific
professional tracks
Contextualized 3. use the Internet as a U use the Internet as a U AP
tool for credible tool for credible

CONNECTIONS
online search
and research research and research and
Web browsing
information gathering information gathering Click and Join!
skills
to best achieve specific to best achieve
class objectives or specific
address situational class objectives or
address situational

WEEK 2 The learners The learners shall

demonstrate an Applied be able to: Identify the basic parts U U AP
Applied understanding of: productivity tools at the end of the of Microsoft
productivity tools the use of advanced with advanced 2-week period PowerPoint
with advanced tools and techniques application independently
application found in common techniques apply advanced POWERPOINT POWERPOINT
techniques productivity and productivity tools PRESENTATION PRESENTATION
software applications to create or
These advanced in developing ICT develop ICT
tools and content for specific content for use in
techniques professional tracks specific
currently include, professional
but are not tracks
limited to: These may be in Discuss the effective
1. Mail merge and the form of, but PowerPoint
label generation not limited to:1. presentation
2. Custom Calculating
animations and spread sheet of
timing athletic statistics
(Sports)
2. Layout of
catalogue of
creative works
(Arts)
3. Materials/
ingredients
projections for
3. Hyperlinking in batches of baked

Q1 WEEK 3
presentations goods (Tech- D D C
4. Integrating Voc)
images and 4. Letterhead/
external material business card
in word design (Business/
processors Academic)
5. Embedded files POWERPOINT POWERPOINT
and data PRESENTATION PRESENTATION
6. Advanced and
complex formulas
and computations

WEEKS 3 At the end of the 6. evaluate existing evaluate existing

WEEKS 3 2-week period websites and online websites and online
Imaging and how to manipulate independently resources based on the U resources based on U EV
Design For the text, graphics, and Imaging and apply the principles of layout, the principles of
Online layout, graphic, and PICTURE ANALYSIS PICTURE ANALYSIS
images to create ICT Design For the techniques of graphic, and visual
Environment content intended for Online image message design. visual message design
covering the an online Environment manipulation and
topics of environment graphic design to
create original or
1. Basic principles derivative ICT PICTURE ANALYSIS PICTURE ANALYSIS
of graphics and content from 7. use image U use image U AP
layout existing images, manipulation manipulation

CONNECTIONS
2. Principles of text and graphic techniques on existing techniques on existing
visual message elements for use images to change or images to change or
design using in specific enhance their current enhance their current
infographics professional state to communicate state to communicate
tracks. a message for a a message for a
specific purpose specific purpose
3. Online file These may be in
formats for the form of, but 8. create an original or D create an original or D C
images and text not limited to: derivative ICT content derivative ICT
4. Principles and 1. Team/ athlete/ to effectively content to effectively
basic techniques league communicate a visual communicate
of image recruitment message in an online a visual message in an
manipulation posters (Sports)2. environment related to online environment
5. Basic image Logo or crest for specific professional related to specific
manipulation a community, tracks professional tracks
using offline or school evaluate existing
open-source organization or online creation

PROBLEM SOLVING
software barkada (Arts)3. tools, platforms and
6. Combining Labeling and applications in

Q1 WEEK 4
text, graphics, manual of developing ICT INFOGRAPHICS INFOGRAPHICS
and images operation for content for specific
7. Uploading, tools and professional tracks
sharing, and equipment (Tech-
image hosting Voc)4.
platforms Presentation of
Usable platforms/ cafeteria
applications patronage data
currently include (Business/
but are not Academic)
limited to:
1. Google Sketch
Up (freeware)
2. GIMP (open
source/ freeware)
SITUATIONAL ANALYSIS

REASONING AND PROOF

WEEKS 4 WEEKS 4 IDENTIFICATION

Online platforms the principles and Online platforms at the end of the 9. evaluate existing U evaluate existing U EV

Q2 WEEK 1
as tools for ICT techniques of design as tools for ICT 2-week period online creation tools, online creation tools,
content using online creation content independently platforms and platforms and
development tools, platforms, and development apply the applications in applications in
covering the applications to principles and developing ICT content developing ICT
topics of: develop ICT content techniques of for specific content for specific
for specific design using professional tracks professional tracks
1. The nature and professional tracks online creation
purposes of tools, platforms,
online platforms and applications 10. apply web design U apply web design U AP
and applications to create original principles and principles and
2. Basic web or derivative ICT elements using online elements using online

CONNECTIONS
design principles content for use in creation tools, creation : INVITATION MAKING INVITATION MAKING
and elements specific platforms, and tools, platforms, and WITH ONLINE MAPPING WITH ONLINE MAPPING
3. Web page professional applications to applications to APPLICATION APPLICATION
design using tracks communicate a communicate a
templates and These may be in message for a specific message for a specific
online WYSIWYG the form of, but purpose in specific purpose in specific
platforms. not limited to: professional tracks professional tracks
1. Survey
These online instruments using 11. create an original D create an original or D C
platforms Google forms or derivative ICT derivative ICT content
currently include, (Business/acade content using online using online creation
but are not mic) creation tools, tools, platforms, and
limited to: 2. Athletic match- platforms, and applications to
1. Presentation/ ups and league applications to effectively
visualization standings using effectively communicate
(Prezi, Soho, Mindmeister communicate messages
Slideshare, (Sports) messages related to related to specific
mindmeister) 3. specific professional professional track
2. Cloud Catalogues/Swatc tracks
computing hes/ options for

PROBLEM SOLVING
(Google Drive, products and
Evernote, services using INFOGRAPHICS INFOGRAPHICS
Dropbox) Prezi (Tech-Voc)
3. Social Media 4. Online photo
(Twitter, album of artistic
Facebook, works or
Tumblr) photographs
4. Web Page using Picasa
Creation (Wix, (Arts)
Weebly) 5. Online music
5. File production using
Management Sibelius (Music)
(zamzar,
word2pdf)
6. Mapping
(Google Maps,
Wikimapia)
WEEKS 9–10 WEEKS 9–10
U U EV
Collaborative the key learning from Collaborative at the end of the 12. evaluate the evaluate the quality,
development of the previous weeks, development of 2-week period quality, value, and value, and
ICT content which they will ICT content and quarter appropriateness of appropriateness of
covering the synthesize into an collaboratively peer’s existing or peer’s existing
topics of: integrated ICT develop an online previously developed or previously
content through portal or website ICT content in relation developed ICT content
1. Team structure collaboration with to showcase and to the theme or in relation to the
and dynamics for classmate and share existing and intended audience/ theme or intended
ICT content teacher as both peer previously viewer of an ICT audience/ viewer of
2. Online and partner developed project an
collaborative content ICT project
tools and These may be in

REASONING AND PROOF

processes the form of, but
3. Project not limited to:
management for
ICT content 1. Online feedbacking Field experience
4. Curating newsletter
existing content 2. Blog
for use on the 3. Issuu online
web “magazine”
Online
collaborative
tools that may be
used currently
include, but are
not limited to:
1. Google Docs/
MS Office 3652.
Prezi
3. Google Chat/
Hangouts
4. Skype/ Viber/
Kakao Talk/
WeChat/ Line

e-mailing Field experience

13. share and U share and showcase
showcase existing or existing or previously U AP
previously developed developed material in

CONNECTIONS
material in the form of the form of a
a collaboratively collaboratively
designed newsletter or designed newsletter
blog site intended for or blog site intended
a specific audience or for a specific audience
viewer or
viewer
 GRASPS

GOAL: Create a portfolio synthesizing the integrative experience on implementing community-action on local communities.

ROLE: Community Volunteer

AUDIENCE: The audience are the teachers / panel interviews.

SITUATION: After conducting community engagement to your local communities, you need to create a portfolio synthesizing your experiences in the activity.

PRODUCT: The product is to create a Portfolio.

STANDARD: The students’ portfolio must contain the following:

 Description of the activity
 Community activities
 Documentation
 Reflection

The Portfolio will be graded based on

Content 30 points
Creativity 10 points
Evidences 20 points
Total 60 points